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CURRICULUM VITA
Thomas S. Popkewitz
Curriculum and Instruction Home 3672 Lake Mendota Drive
University of Wisconsin-Madison Madison, WI 53705
225 North Mills Street (608) 233-4791
Madison, WI 53706-1795 USA
(608) 263-7343 Phone
(608) 263-9992 FAX
FIELDS OF INTEREST
Curriculum History and Studies
Cultural sociology of school reform/change
Professionalization/Teacher education
Sociology of Education Sciences
BRIEF SUMMARY
I am a Professor and former Chair in the Department of Curriculum and Instruction, The University of
Wisconsin-Madison. My studies are concerned with the knowledge or systems of reason that govern
educational policy and research related to pedagogy and teacher education. My research includes
historical, ethnographic, and comparative studies of national educational reforms and the education
sciences in Asia, Europe, Latin America, Southern Africa, and the US.
Scholarship: I have written or edited approximately 30 books and over 200 articles in journals and as book
chapters. Two of my books (Paradigms and Ideology in Educational Research and A Political Sociology
of Educational Reform) have won awards for their contribution to educational studies. I have conducted
national and comparative studies of teacher education and curriculum reforms in the US, Europe, Latin
America, and Asia, particularly as they relate to questions of social inclusion (e.g., The Myth of
Educational Reform, and Struggling for the Soul). I have also co-directed a ten-country European Union-
funded research project on educational governance and social exclusion (1999-2002), and (co)directed
comparative projects in the history and contemporary contexts of educational reforms. These studies
appear in edited books (e.g., Educational Knowledge; Changing Patterns of Power; Educational
Restructuring; Inventing the Modern Self and John Dewey: Modernities and the Traveling of Pragmatism
in Education; and The Child, the Citizen, and the Promised Land: Comparative Visions in the
Development of Schooling in the Long 19th Century). My most recent research relates to cultural and
historical studies of education and educational research; and the politics of the globalization in education.
One recent book, Cosmopolitanism and The Age of School Reform (2008) explores the systems of reason
in teaching and learning as double gestures that historically generate images and narratives of
Enlightenment cosmopolitanism and fears of the dangerous populations to that vision. In press is.
(Re)visioning The History of Education: Transnational Perspectives On the Questions, Methods and
Knowledge. I recently begun a new edited series with Daniel Trohler (Luxembourg University), entitled
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Cultural Studies in Knowledge, Curriculum, and Education. My current work is on the impracticality and
politics of educational research that seeks ‘practical’ and useful knowledge in school reforms.
Awards and Fellowships: I have honorary doctorates from Umeå University, Sweden; the University of
Lisbon, Portugal; and Katholieke Universiteit, Leuven, Belgium for my contributions to the studies of
educational reform and educational sciences; University of Helsinki, Finland for my contribution to
studies in education; and the conferring of an equivalent of a habilitation diploma in my election as a
Senior International Academician in the Russian Academy of Education. Teachers College, Columbia
University (New York City) awarded me its 2005 Distinguished Alumni Award. I have also received the
American Education Research Association’s Division B (Curriculum Studies) Lifetime Achievement
Award (2008) and the University of Wisconsin-Madison School of Education Distinguished Faculty
Award (2008). In addition, I received two US Fulbright Fellowships to the Soviet Academy of Education
Sciences (1981) to study dialectical logic and the problem of change in social theory; and to the
University of Helsinki, Finland (2000) to study the systems of reason in teaching and teacher education;
have been a distinguished visiting professor at multiple European universities, conducted numerous
comparative research projects of educational reform in teaching and teacher education; and received
fellowships from The Swedish Collegium for Advanced Study (1988); a W.F. Wilson Fellowship; The
Oppenheimer Foundation to South Africa (1993) to lecture on the study of the relation of social and
cultural change to education in universities around the country; the Finnish Academy of Science
fellowship at the Helsinki Collegium for Advance Study (Fall, 2004); and a Guest Researcher Professor at
French Ministère de L’Éducation Nationale, De L’Ensigeignement Supérieur et De La Recherche, Institut
National de Recherche Pédagogique (2010); and University Guest Professor at the University of
Gothenburg, Sweden. I have been given plenary lectures at major professional organizations in the
comparative education, philosophy, history, sociology, and curriculum studies in education around the
world. My research has been translated and published in Chinese, Danish, French, German, Greek,
Hungarian, Japanese, Korea, Portuguese, Norwegian, Romanian, Russian, Spanish, and Swedish. I serve
on numerous international scientific journal advisory boards.
International Evaluations: Among others, I have served as an international expertise in the evaluation of
Swedish universities research programs sponsored by the Swedish National Foundation for the Sciences;
eternal evaluator for research grants at the Canadian Ontario Institute of Education; consultant for the
Norwegian Ministry of Education, Culture, and Religion on national reform programs; and Chair of
External Evaluation Team for the Portuguese National Foundation for Science and Technology, Education
Grant Section, and recently as a member of a Panel to evaluation the fields of sociology and education at
the University of Uppsala, Sweden. I served as a scientific advisor to the University of Gothenburg,
Sweden’s National Center on Excellence in Education, and the University of Bergen, Norway Faculty of
Psychology and Education. In addition, I have served as outside examiner on PhD dissertations around
the world.
My University Service includes departmental chair (1996-99), chair of School of Education International
Education Program (approx 1996-2000; 2010-11), elected member of the University’s Social Studies
Divisional Committee, a member of the advisory boards of the European Union Studies Center and
Global Studies; member of the Iberian-Latin American, African Studies, and the Russian and Eastern
European Studies Programs.
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HIGHER EDUCATION
Date of
Completion Degree Location
2007 Ph.D h.c. (Honoris Causa) University of Helsinki, Finland
2004 Ph.D.h.c. (HonorisCausa) Katholieke Universiteit Leuven, Beligum
2000 Ph.D.h.c (HonorisCausa) University of Lisboa, Portugal
1996 Full Academician1 Russian Academy of Education
1989 Ph.D.h.c. (Honoris Causa) Umeå University, Umeå, Sweden
1970 Ed.D. New York University
Thesis Title: Proposals for Teaching Political Science in
Elementary School on the Basis of Analysis of
Approaches to Problem-Solving by Selected
Political Scientists
1964 M.A. Teachers College, Columbia University
1962 B.A. Hunter College, New York
PROFESSIONAL EXPERIENCE (selected)
Date Position Location
1970-1976 Assistant Professor Department of Curriculum and Instruction
University of Wisconsin-Madison
1976-1979 Associate Professor Department of Curriculum and Instruction
University of Wisconsin-Madison
1979-present Professor Department of Curriculum and Instruction
University of Wisconsin-Madison
1976-1981 Faculty Associate Wisconsin Research and Development
Center for Individualized Schooling
University of Wisconsin-Madison
1981 Senior Researcher USSR Academy of Pedagogical Sciences
Fulbright Fellow Moscow/Leningrad
1985-1991 Faculty Associate Wisconsin Center for Educational Research
University of Wisconsin-Madison
1This election to the Academy is the highest category of a doctorate in Russia, and a diploma is awarded.
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1988 (Fall) Fellow Swedish Collegium for Advance Science
In the Social Sciences, Uppsala
1994-1999 Visiting Professor Umea University, Sweden
1996-1999 Chair Department of Curriculum and Instruction
University of Wisconsin-Madison
1997-present Director International Education, School of Education
University of Wisconsin-Madison
1999 (Dec) Senior Fulbright Fellow University of Helsinki
2000 (May) Institute for the Sociology of Education
2004 (Fall) Finnish Academy of Science Helsinki Collegium for Advance Study
Distinguished Fellow
2010 (Fall) Guest Researcher Professor French Ministére de L’Éducation Nationale
De L’Ensigeignement Supérior et De La
Recherche, Institut National de Recherche
Pédagogique (INRP), Education and
Politiques, Lyon, France
2006-2013 Visiting Professor The University of Granada, Spain
(Graduate Program)
2011 ` University Guest Professor University of Gothenburg, Sweden
2012-2014 University Guest Professor University of Luxembourg, Luxembourg
In Sciences of Education
2012 Guest University Professor Minzu University, Beijing China
2012-2013 Tao Xingzhi Chair Professor Nanjing Normal University, China
UNIVERSITY-WIDE EXPERIENCE
1984-1990 Advisory Committee Center for International Cooperation
and Security
1987-present Faculty Russian Studies Area Program
Faculty Associate European Area Studies
1987-1991/ Chair Elementary Teacher Education
1994-1997 Planning Committee for Revising Program
1992-1994 Member UW Social Science Divisional Committee
1997-2000, 2010-11 Chair UW School of Education International
Education Programs Committee
1999-present Member European Studies Center
1996-1999 Chair Department of Curriculum and Instruction
2000-2007 Advisory Board Member Global Studies Program
2006-present Board of Advisors Chazan Museum
2004-2010 International Research WCER International Research Initiative
Coordinator
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SCHOLARLY AWARDS/PROFESSIONAL SERVICE
2012-2013 Tao Xingzhi Chair Professor Nanjing Normal University, China
2010 French Ministère de L’Éducation Nationale, De L’Ensigeignement Supérieur et
De La Recherche, Institut National de Recherche Pédagogique.
2008 American Educational Research Association, Divison B: Lifetime Achievement
Award
2008 University of Wisconsin-Madison Distinguished Faculty Achievement Award
2007-2008 Fellowship for the Japan Government Foundation, The Japan Society for the
Promotion of Science to study international changes in curriculum and
pedagogical theories in professional education.
2005 Distinguished Alumni Award, Teachers College, Columbia University
2004 Ph.D. (Honoris Causa), Katholieke Universiteit Leuven
2000-present Participant in five year invitational international seminar on, Philosophy and
history of the discipline of education: Evaluation and evolution of the criteria for
educational research, sponsored by the Belgium Academy of Science.
2000 Ph.D. (Honoris Causa), University of Lisbon.
1999-2000 Fulbright Fellowship, The University of Helsinki (winter/spring).
1999 Chaired International Commission in Curriculum Theory for the World
Assembly of Comparative Education Societies.
1996 Elected as Corresponding International Member of Russian Academy of
Education
1992 Oppenheimer Fellowship, South Africa (to provide selected lectures at S.A.
University)
1991 Political Sociology of Educational Reform selected as one of the outstanding
books in educational studies, American Educational Studies Association.
1989 Ph.D. (Honoris Causa), Umeå University, Umeå, Sweden (nominated by Faculty
of Social Sciences for contribution to studies of professions and the sociology of
science)
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1989 (Feb) Organized Symposia for Comparative Study of Educational Systems, grant
provided by Spanish-American Bi-Cultural Commission, Madrid.
1988 (Fall) Fellow at Swedish Colleagium for Advanced Study in the Social Sciences
(Uppsala)
1987-88 Chair, College and University Faculty of the National Council for the Social
Studies.
1986 Paradigm and Ideology in Educational Research was selected by the American
Educational Studies Association "as one of the outstanding recent books in
educational studies."
1981 Fulbright Fellowship; USSR Ministry of Education and Academy of Pedagogical
Sciences (Spring).
1980 Chair, American Educational Research Association Curriculum Research
(Division B) Program).
1979-81 Editor, Theory and Research in Social Education, National Council for Social
Studies.
1978 Selected by State Department to organize American delegation on teaching and
learning for joint Soviet/American seminar at USSR Academy of Pedagogical
Sciences Presidium.
1970 Received Founders' Day award for Scholarship, New York University.
PROFESSIONAL ORGANIZATIONS
American Educational Research Association
Council for European Studies
International Sociological Association
I. PUBLICATIONS
Books
Popkewitz, T. S., & Tabachnick, B. R. (Eds.). (1981). The study of schooling: Field methodologies in
educational research and evaluation. New York: Praeger Publishers.
Tabachnick, B. Robert, Popkewitz, Thomas and Szekely, B. (Eds.) (1981). Studying, teaching and
learning: Some trends in Soviet and American research. NY: Praeger Publishers.
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Popkewitz, Thomas S., Tabachnick, B. Robert, & Wehlage, Gary (1982). The myth of educational
reform: School responses to planned change. Madison, WI: University of Wisconsin Press.
(This is translated and published by Pomares, Barcelona, Spain & Mexico City, Mexico).
Popkewitz, Thomas S. (Ed.) (1983). Change and stability in schooling: The dual quality of educational
reform. Geelong, Australia: Deakin University.
Popkewitz, Thomas S. (Ed.). (1987). Teacher education: A critical examination of its folklore, theory,
and practice. London/New York: Falmer Press. (translated into Spanish, Formaciós de
profesorado Tradición, Teoría, Práctica, Universitat de Valencia, 1991)
Popkewitz, Thomas S. (Ed.) (1987). The formation of the school subject-matter: The struggle for
creating an American institution. London/NY: Falmer Press.
Popkewitz, Thomas S. (1984). Paradigm and ideology in educational research: Social functions of the
intellectual. London: Falmer Press. (Paradigma e ideología en investigación educativa. A.
Ballesteros, trans. Madrid: Mondadori, 1984). This has been reissued (2011) in the Routledge Library Edition Series that “by some of the greatest educationalists, teaching professionals and policy makers of the twentieth century” (Of course it is a large list and not really new).
Popkewitz, Thomas S. (1991). A political sociology of educational reform: Power/Knowledge and
power in teaching, teacher education, and research. New York: Teachers College Press.
(translated into Spanish [Morata], Portuguese, Russian, and Chinese [2006]).
Novoa, A., & Popkewitz, T. S. (Eds.). (1992). Reformas Educativas e Formacao de Professores. Lisboa:
EDUCA.
Popkewitz, T. (Ed.). (1993). Changing patterns of power: Social regulation and teacher education
reform. New York: SUNY Press. (Translated and published in Spain)
Simola, H., & Popkewitz, T., (Eds.) (1996). Professionalization and education, Report 169. Helsinki:
Department of Teacher Education, University of Helsinki.
Popkewitz, T. & Brennan, M. (Eds.). (1998). Foucault’s challenge: Discourse, knowledge, and power in
education. New York: Teachers College Press. (Translated and published in Spain)
Popkewitz, T. (1998). Struggling for the soul: The politics of education and the construction of the
teacher. New York: Teachers College Press. (Translated and published in Mexico and Spain;
Portuguese, and Chinese)
Popkewitz, T. S. (1998). Los discursos redentores de las Ciencias de la Educatión (Pablo Manzano
Bernárdez, trans.). Sevilla, Spain: Kikiriki Cooperación Educativa.
Popkewitz, T., & Fendler, L. (Eds.). (1999). Critical theories in education: Changing terrains of
knowledge and politics. New York: Routledge.
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Popkewitz, T.(Ed.). (2000). Educational knowledge: Changing relationships between the state, civil
society, and the educational community. New York: SUNY Press.
Popkewitz, T., Franklin, B., Pereyra, M. (2001). Cultural history and education: Critical studies on
knowledge and schooling. New York: Routledge. (Translated, 2003. Historia cultural y
educación. Ensayos crítico sobre concimiento y escolarización. Barcellona-México: Ediciones
Pomares.)
Bloch, M. N., Holmlund, K., Moqvist, I., & Popkewitz, T. S. (Eds.). (2003). Governing children,
families,and education: Restructuring the welfare state. Palgrave Macmillan Press.
Franklin, B., Bloch, M., & Popkewitz, T. (2003). Educational partnerships: The paradoxes of governing
schools, children, and families. Palgrave Macmillan Press.
Lindblad, S., & Popkewitz, T. S. (Eds.). (2004). Educational restructuring: International perspectives
on traveling policies. New York: Information Age Publishers.
Popkewitz, T. ed. (2005). Inventing the modern self and John Dewey: Modernities and the traveling of
pragmatism in education. Palgrave Macmillan Press.
Popkewitz, T, Olsson, U., & Petersson, K. Kowalczyk, J. eds. (2006) ’The future is not what it appears
to be’ Pedagogy, Geneaology and Political Epistemology in Honor and in Memorial to Kenneth
Hultqvist. Stockholm: Stockholm Institute of Education Press.
Ozga, Jenny, Seddon, Terri , & Popkewitz, Thomas, editors. (2006). Education research and policy:
Steering the knowledge-based economy. World Year Book, 2006. London:Taylor and Francis.
Popkewitz, T. (2008). Cosmopolitanism and the age of school reform: Science, education and making
society by making the child. New York: Routledge. (This book has been translated into
Portuguese, Swedish, Spanish, and Chinese.)
Popkewitz T, & Rizvi, F. (eds.). (2009). Globalization and the study of education (108 Yearbook. Vol 2).
Chicago: National Society for the Study of Education.
Tröhler, Daniel, Popkewitz, Thomas S. and. Labaree, David F, eds. (2011). The child, the citizen, and the
promised land: Comparative visions in the development of schooling in the long 19th century.
New York: Routledge.
Popkewitz, T. (2011). Políticas Educativas e Curriculares. Abordagens Sociológicas Críticas. Lisboa:
Edições Pedago.
Popkewitz,T. & Mαρία Νικολακάκη (2012).Κριτικές προσεγγίσεις στην εκπαιδευτική πολιτική: τα
μεταβαλλόμενα πεδία εξουσίας και γνώσης, Αθήνα:εκδ. Σιδέρη. The translation is Thomas
Popkewitz, Maria Nikolakaki (2012).Critical perspectives in educational policy: the changing
terrains of power and knowledge, Athens: Sideris publications.
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Books in Progress
Popkewitz, T. (in progress). Curriculum studies/Curriculum history/Curriculum theory.
Popkewitz, T. ed. (forthcoming). (Re)visioning the history of education: An intercontinental perspective
on the questions, methods, and knowledge of schools. New York: PalgraveMacMillan.
Popkewitz, T,Guest Editor. (Forthcoming). The “reason” of education and a political sociology of
education. Education et Sociétés. ENS-Lyon:
Popkewitz, T. (in progress). Le fabbricazioni dell'anima nelle riforme scolastiche: Una presentazione
delle opere di Thomas S. Popkewitz. Cura e traduzione di J. Kowalczyk & C. Roverselli.ed.
University of Rome Press (i think it is in press but not sure).
General Articles and Book Chapters (*refereed)
*Popkewitz, Thomas S. (1972). The craft of study, structure, and schooling. Teachers College Record
74, 155-65.
*Popkewitz, Thomas S. (1973). The crisis in the social disciplines and the scientific rationality of
schooling. Teachers College Record 75, 99-115.
*Popkewitz, Thomas S. & Wehlage, Gary. (1973). Accountability and alternative perspectives.
Interchange 4, 48-62.
Popkewitz, Thomas S. (1973). The study of political ideas: A guide to evaluating its integrity.
Education 93.
*Wehlage, G., Popkewitz, T., & Hartoonian, M. (1973). Social inquiry, schools, and state assessment.
Social Education 37, 766-71.
Popkewitz, Thomas S. (1976). Myths of social science in curriculum. Educational Forum 60, 317-28.
*Popkewitz, Thomas S. (1976). Reform as political discourse: A case study. School Review 84, 43-69.
*Popkewitz, Thomas S. (1977). Craft and community as metaphors for social inquiry curriculum.
Educational Theory 22, 310-21.
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Popkewitz, Thomas S. (1977). Professional preparation and social studies: An alternative perspective.
Improving College and University Teaching 25, 240-43.
*Popkewitz, Thomas S. (1977). Latent values of the discipline centered curriculum. Theory and
Research in Social Education 5, 41-60.
*Popkewitz, Thomas S., and Wehlage, Gary (1977). Schooling as work: An approach to research and
evaluation. Teachers College Record 79, 69-86.
Popkewitz, Thomas S. (1978). The social structure of schools and reform: A case study. In G. Willis
(Ed.), Qualitative research for education. Berkeley, CA: McCutchen Press.
*Popkewitz, Thomas S. (1978). Educational research: Values and visions of social order. Research and
Theory in Social Education 53(4), 20-30.
Popkewitz, Thomas S. (1978). On the relation of research and political community: Qualitative research
in educational evaluation. Evaluation Network Newsletter 8, 54-61. (This paper was one of four
papers selected as "Of Merit" at the Evaluation Network Annual Meeting, 1978 and printed in its
Newsletter.)
Popkewitz, Thomas S. (1978). Schools and the symbolic uses of community participation. In C. A. Grant
(Ed.), Community participation in education (pp. 202-223). Boston: Allyn and Bacon.
*Popkewitz, Thomas S. (1979). Educational reform and the problem of institutional life. Educational
Researcher, 3-8.
*Popkewitz, Thomas S., Tabachnick, B. Robert, & Zeichner, Kenneth, (1979). Dulling the senses:
Research in teacher education. Journal of Teacher Education 30(5), 52-60.
*Tabachnick, B. Robert, Popkewitz, Thomas S., & Zeichner, Kenneth, (1979-80). Teacher education and
the professional perspectives of student teachers. Interchange 10(4), 17-29.
*Popkewitz, Thomas S. (1980). Paradigms in educational sciences: Different meanings and purpose to
theory. The Journal of Education 162(1), 28-46.
*Popkewitz, Thomas S. (1980). Global education as a slogan system. Curriculum Inquiry 10(3), 303-16.
*Popkewitz, Thomas S. (1981). The social contexts of schooling, change, and educational research.
Journal of Curriculum Studies, 13(3), 189-206.
Popkewitz, Thomas S. (1981). Educational reform: Antagonistic meanings and institutional life. In B.
R. Tabachnick, T. Popkewitz, & B. Szekely (Eds.), Studying teaching and learning: Some trends
in Soviet and American research. New York: Praeger.
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Popkewitz, Thomas S. (1981). Qualitative research: Some thoughts about the relation of methodology
and history. In T. Popkewitz & B. R. Tabachnick (Eds.), The study of schooling: Field
methodology in educational research and evaluation. NY: Praeger.
Popkewitz, Thomas S. & B. Robert Tabachnick (1981). Soviet and American pedagogical research:
Differences and similarities in the two countries. In B. R. Tabachnick, T. Popkewitz, & B.
Szekely (Eds.), Studying teaching and learning: Some trends in Soviet and American research.
New York: Praeger Publishers.
Popkewitz, Thomas S. (1981). The study of schooling: Paradigms and field based methodologies in
educational research and evaluation. New York: Praeger.
Popkewitz, Thomas S. (1981). Organizational change as ideology. Organizational Theory Dialogue, 2-6.
*Popkewitz, Thomas S. & B. Robert Tabachnick (1981-82). Theory and social education. Theory and
Research in Social Education 9(4), 1-5.
*Popkewitz, Thomas S. (1982). Educational reform as the organization of ritual: Stability as change.
Journal of Education, 164(1), 5-29.
Popkewitz, Thomas S. (1983). The sociological basis for individual differences: The relation of the
solitude and the crowd. In J. Goodlad & G. Fenstermacher (Eds.), Individual difference in school
(NSSE Yearbook) 82(1), 44-74.
Popkewitz, Thomas S., & Tabachnick, B. R. (1982). Soviet pedagogical theories in current curriculum
reform. Educational Leadership, 39(6), 420-25.
Popkewitz, Thomas S. (1982). Whither/Wither goes the curriculum field. Contemporary Education 1(1),
15-23.
*Popkewitz, Thomas S. (1982). The social/moral basis of occupational life: Teacher education in the
Soviet Union. Journal of Teacher Education 33(3), 38-44.
Popkewitz, Thomas S. (1983). Change and stability in schooling: The dual quality of educational
reform. In T. Popkewitz (Ed.), Change and stability in schooling. Geelong, Australia: Deakin
University.
Popkewitz, Thomas S. (1983). Methods of teacher education and cultural codes. In P. Tamir, M. Ben
Peretz, & A. Hockstein (Eds.), Preservice and inservice education of science teachers. Rehovot,
Israel: Balaban Publishers.
*Popkewitz, Thomas S. (1984). Soviet pedagogical sciences: Visions and contradictions. Journal of
Curriculum Studies 16(2), 111-30.
Popkewitz, Thomas S. & K. Freedman (1984). Culture, art, and consciousness: On social transformation
and the production of myths in science and curriculum. Contemporary Review of Education 3(1),
269-81.
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*Popkewitz, Thomas S., A. Pitman & A. Barry (1986). Educational reform and its millennial quality:
The 1980s. Journal of Curriculum Studies 18(3), 267-84.
Popkewitz, Thomas S. & A. Pitman (1986). The idea and ideology of progress in social and educational
thought. Curriculum and Teaching 1(1 & 2), 11-24.
*Popkewitz, Thomas S. (1985). Intellectuals, science, and pedagogies: Critical traditions and
instrumental cultures. American Journal of Education 93(3), 429-36.
*Popkewitz, Thomas S. (1985). Ideology and social formation in teacher education. Journal of Teaching
and Teacher Education 1(2), 91-107.
Popkewitz, Thomas S., B. R. Tabachnick, & G. Wehlage (1985). The field study of six IGE schools. In
T. Romberg (Ed.), Towards effective schooling. NY: University Press of America.
*Popkewitz, Thomas S. (1985). A comparative perspective on American teacher education: Being a
stranger in one's native land. Journal of Teacher Education 36(5), 2-10.
Popkewitz, Thomas S. (1986). Paradigm and purpose. In C. Cornbleth (Ed.), An invitation to research in
social education (Bulletin 77). Washington, DC: National Council for the Social Studies.
Popkewitz, Thomas S. (1986). History in education science: Educational science as history. In A.
Pitman (Ed.), Educational Inquiry. Victoria, Australia: Deakin University.
Popkewitz, Thomas S. (1987). Curriculum studies in teacher education: Problems and paradoxes of
knowledge. In T. Popkewitz (Ed.), Critical studies in teacher education: Its folklore, theory, and
practices. New York: Falmer Press.
Popkewitz, Thomas S. (1987). The formation of the school subjects and the political context of
schooling. In T. Popkewitz (Ed.), The formation of school subjects: The struggle for creating an
American institution. New York: Falmer Press.
Popkewitz, Thomas S.(Ed.). (1987). Educating teachers to educate students. Social Education (Special
Issue) 5(7).
Popkewitz, Thomas S. (1987). Organization and power: Teacher education reforms. Social Education
5(7), 496-501.
*Freedman, K. & T. Popkewitz (1988). Art education and social interests in the development of
schooling: Ideological origins of curriculum theory. Journal of Curriculum Studies 20(5), 387-
405.
*Popkewitz, Thomas S. (l988). Educational reform: Rhetoric, ritual, and social interest. Educational
Theory 38(1), 77-94.
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Popkewitz, Thomas S. (1988). Institutional issues in the monitoring of school mathematics. Educational
Studies in Mathematics 19(2), 221-51. Also in T. Romberg and D. Stewart (Eds.). (1987). The
monitoring of school mathematics (Background Papers [Vol. 3]) (Ch. 24). Report prepared for
the National Science Foundation for the establishment of a school mathematics center. Madison,
WI: Wisconsin Center for Educational Research. (Reprinted in Revista de Education, Spanish
Ministry of Education)
Popkewitz, Thomas S. (1988). Social science and the social functions of ideas. Journal of the History of
Higher Education Annual 7, 117- 55.
*Popkewitz, Thomas S. (1988). What's in a research project: Some thoughts on the intersection of
history, social structure, and biography. Curriculum Inquiry 18(4), 379-400.
Popkewitz, Thomas S. (1988). Knowledge, power, and a general curriculum. In I. Westbury & A. Purvis
(Eds.), Cultural literacy and the idea of general education, Part 2 (pp. 69-93). Chicago:
National Society for the Study of Education.
Popkewitz, Thomas S. (1989). Teaching and teacher education reforms: Reconstituting a state
bureaucratic apparatus and forming a political discourse. Neveleselmelet es Iskolakutatas, The
Hungarian Ministry Journal of Education (Educational Theory and School Research). It will also
be published in a special issue of the Spanish Ministry of Education Journal Revista de
Educacion.
Popkewitz, Thomas S. (1989). Some problems and problematics in the production of evaluation. In M.
Grandheim, M. Kogan, & U. Lundgren (Eds.), Evaluation as policy making: Introducing
evaluation into a national decentralized educational system. EMIL: A Norwegian Project on a
National Evaluation and the Quality of Education; Oslo: Norwegian Institute of Applied Social
Research (in Norwegian). Also to appear in Great Britain: Jessica Kingsley Publishers, 103-19.
*Popkewitz, T., & Lind, K. (1989). Teacher incentives as reform: Implications for teachers' work and
the changing control mechanism in education. Teachers College Record 90(4), 575-94.
Popkewitz, T. (1990). The study of curriculum as a problem of knowledge and power: A social
epistemology. In C. Ljunggren, C.-A. Säfström, & L. Östman (Eds.), Utbildning, politik och
moral: Neopragmatisk läroplansteori (Education, politics, and ethics: A neopragmatic
curriculum theory). Lund, Sweden: Studentliterratur.
Popkewitz, Thomas S. & St. Maurice, H. (1990). Social studies education and theory: Science,
knowledge, and history. In J. Shaver (Eds.), Handbook on research in social education (pp. 27-
40).
Popkewitz, Thomas S. (1990). Whose future? Whose past? Notes on a critical theory and methodology.
In E. Guba (Ed.), The paradigm dialog. Newbury Park, CA: Sage.
Bruckerhoff, C. & Popkewitz, T. (1991, May). Urban collaborative in critical perspective. Education
and Urban Society 23/3, 313-25.
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Popkewitz, T. (1992). Social movements and social science. In D. Broady (Ed.), Education in the late
20th century (pp. 45-79). Stockholm: Stockholm Institute of Education Press.
Popkewitz, T. (1992). Cartesian anxiety, linguistic communism, and reading texts. Educational
Research 21/5, 11-15.
Popkewitz, T. (1992). A political/sociological critique of teacher education reforms: Evaluation of the
relation of power and knowledge. Focus on evaluation and measurement (pp. 287-314),
Proceeding of the Second National Research Symposium on Limited English Proficient Student
Issues, Vol Washington, DC: US Department of Education, Office of Bilingual Education and
Minority Language Affairs.
Popkewitz, T. (1993). US teacher education reforms: Regulatory practices of the state, university, and
research. In T. Popkewitz (Ed.), Changing patterns of power: Social regulation and teacher
education reform (pp. 263-302). State University of New York Press.
Popkewitz, T. & Pereyra, M. (1993). Eight country study of reform practices in teacher education: An
outline of the problematic.In T. Popkewitz (Ed.), Changing patterns of power: Social regulation
and teacher education reform (pp. 1-52). New York: SUNY Press.
Popkewitz, T. & Shutkin, D. (1993). Social science and social movements in the USA: State policy, the
university, and schooling. In R. Muffoletto & N. Nelson Knupfer (Eds.), Computers in education:
Social, political, historical perspectives (pp. 11-37). Hampton Press.
Popkewitz, T. (1993). Policy, knowledge, and power: Some issues in the study of educational reform. In
B. Schneider & P. Cookson (Eds.), Transforming schools: Trends, dilemmas, and prospects (pp.
413-456). New York: Garland Press.
*Popkewitz, T. (1994). Professionalization in teaching and teacher education: Some notes on its history,
ideology, and potential. International Journal of Teaching & Teacher Education 10/1. (Also
translated into French: La professionalité dans l'enseignement et la formation des enseignants:
notes sur son histoire, son idéologie et son potential in Recherche et Formation: Les Professions
de L'Education Recherches et Pratiques en Formation 16, 61-82.
Popkewitz, T., & Brennan, M. (1994). Certification to credentialing: Reconstituting control mechanism
in teacher education. In K. Borman & N. Greenman (Eds.), Changing the schools: Recapturing
the past or inventing the future (pp. 33-70). Albany, NY: SUNY Press.
Popkewitz, T., & Myrdal, S. (1994). The "urban" in the Ford Mathematics Collaboratives. In T.
Romberg & N. Webb (Eds.), Collaboration as a Process of Reform (pp. 129-150). Albany, NY:
SUNY Press.
Popkewitz, T. (1995). Teacher education, reform, and the politics of knowledge. In M. Gins burg & B.
Lindsay (Eds.), The political dimension in teacher education: Comparative perspectives on
policy formation, socialization, and society (pp. 54-75). New York and London: Falmer Press.
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Popkewitz, T. (1995). Social science and the normalization of social distinctions: Post-Modern
discourses and the construction of the new teacher. In R. Kahane (Ed.), Educational advancement
and distributive justice: Between equality and equity (pp. 32-46). Jerusalem: The Hebrew
University.
Popkewitz, T. (1995). Forward. In. P. McLaren & J. Giarelli (Eds.), Critical theory and educational
research (pp. xi-xxii). Albany: SUNY Press.
Popkewitz, T. (1995). Critical traditions and its linguistic turn. In P. Higgs (Ed.), Metatheories in
philosophy of education (pp. 139-174). Durban, SA: Heinemann.
Popkewitz, T. (1995). The denial of change in the process of change: Systems of ideas and the
construction of national evaluations. Research Report 145. Helsinki: Department of Teacher
Education: 129-72.
*Popkewitz, T. (1996). Rethinking decentralization and the state/civil society distinctions: The state as a
problematic of governing. Journal of Educational Policy 11, 27-51. (This has been reprinted in
The International Handbook of the Sociology of Education.)
Popkewitz, T. (1996) Academic discourse, professionalization, and the construction of the teacher in the
USA. In H. Simola & T. Popkewitz (Eds.), Professionalization and education (Report 169) (pp.
119-146). Helsinki: Department of Teacher Education, University of Helsinki.
Popkewitz, T. & Simola, H. (1996) Professionalization, academic discourse and changing patterns of
power. In H. Simola & T. Popkewitz (Eds.), Professionalization and education (Report 169) (pp.
6-27). Helsinki: Department of Teacher Education, University of Helsinki.
*Popkewitz, T. & Brennan, M. (1997). Restructuring of social and political theory in education: Foucault
and a social epistemology of school practices. Educational Theory 47/3, 287-313.
*Popkewitz, T. (1997). A changing terrain of knowledge and power: A social epistemology of
educational research. The Educational Researcher 26/9, 18-29.
*Popkewitz, T. (1997).The production of reason and power: Curriculum history and intellectual
traditions. Journal of Curriculum Studies 29/2, 131-64.
Popkewitz, T. (1997). Educational sciences and the normalizations of the teacher and child: Some
historical notes on current USA pedagogical reforms. In L. Lundahl & I. Nillson (Eds.), Studies in
school policy and educational change. Umea, Sweden: Umea University.
Popkewitz, T. (1997). Educational Sciences and the normalization of the teacher and child: Some
historical notes on current USA pedagogical reforms. Pædagogica Historica, International
Journal of the History of Education 33/2, 387-412. (Reprinted in L. Lundahl & J. Nillson (Eds.),
Studies in school policy and educational change. Umeå, Sweden: Umeå University Press.)
Popkewitz, T. (1997). Postmodernism. In C. Grant & G. Ladson-Billings (Eds.), The dictionary of
multicultural education (pp. 219-222). Phoenix, AZ: Oryx Press.
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Achtenhagen, F., Bjerg, J., Entwistle, N., Popkewitz, T., & Vislie, L. (1997). An evaluation of Swedish
research in education (K. Rosengren & B. Öhngren, eds.). Stockholm: Swedish Council for the
Humanities and the Social Sciences.
*Popkewitz, T. (1998). Knowledge, power, and curriculum: Revisiting a TRSE argument. Theory and
Research in Social Education 26/1, 83-101.
*Popkewitz, T. (1998). The culture of redemption and the administration of freedom in educational
research. The Review of Educational Research 68/1, 1-34.
Popkewitz, T. S. (1998). US-amerikanische Erziehungswissenschaft und die Normierung sozialer
Unterscheidungen: Postmoderne Diskurse und das Konstrukt des Neuen Lehrers. In A. M. Stross
& F. Thiel (Eds.), Erziehungs-wissenschaft, Nachbardisziplinen und Öffentlichkeit (pp. 253-280).
German StudienVerlag • Weinheim.
Popkewitz, T. (1998). The sociology of knowledge and the sociology of education: Michel Foucault and
critical traditions. In C. Torres & T. Mitchell (Eds.), Sociology of education: Emerging
perspectives. Albany, NY: SUNY Press. (Chapter also translated into Swedish)
Popkewitz, T., & Heyning, K. (1998). The spatial politics of cognitive apprenticeships, Nordiske Udkast,
Journal for Critical Social Science 3/97, 208-24.
*Popkewitz, T. (1998). Dewey, Vygotsky, and the social administration of the individual: Constructivist
pedagogy as systems of ideas in historical spaces. American Educational Research Journal 35/4,
535-570.
Popkewitz, T. (1998). Critical traditions and its linguistic turn in education. In P. Higgs (Eds.),
Metatheories in the philosophy of education (pp. 109-128). Durban, SA: Heinemann.
*Popkewitz, T. (1998). Knowledge, power, and curriculum: Revisiting a TRSE argument. Theory and
Research in Social Education 26/1), 83-102.
Popkewitz, T. (1998). Reconstituting an ethnography: What post-modern social theory does for the study
of teacher education. In C. A. Grant (Eds.), Multicultural research: A reflective engagement with
race, class, gender, and sexual orientation (pp. 9-23). London: Falmer Press.
*Popkewitz, T. (1998) The culture of redemption and the administration of freedom as research: The
redemptive culture of the educational sciences. The Review of Educational Research 68/1, 1-34.
Popkewitz, T. (1998). The sociology of knowledge and the sociology of education; Michel Foucault and
critical traditions. In C. Torres & T. Mitchell (Eds.), Sociology of education: emerging
perspectives (pp. 47-91). Albany, NY: SUNY Press.
Popkewitz, T. (2000). Reform. In D. Gabbard (Eds.), Knowledge and power in the global economy:
Politics and the rhetoric of school reform (pp. 33-42). Mahway, NJ: Lawrence Erlbaum
Associates.
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Popkewitz, T. (2000). Reform as the social administration of the child: Globalization of knowledge and
power. In N. Burbules & C. A. Torres (Eds.), Globalization and education: Critical perspectives
(pp. 157-186). New York: Routledge.
Popkewitz, T. S. (2000). National imaginaries, the indigenous foreigner, and power: Comparative
educational research. In J. Schriewer (Ed.), Discourse formation in comparative education (pp.
261-294). Frankfurt am Main: Peter Lang.
Popkewitz, T. (2000). Educational knowledge: Changing relationships between the state, civil society,
and the educational community. New York: SUNY Press.
*Popkewitz, T. (2000). The denial of change in the process of change: Systems of ideas and the
construction of national evaluations. The Educational Researcher 29/1, 17-30.
*Popkewitz, T. S., & Lindblad. S. (2000). Educational governance and social inclusion and exclusion:
Some conceptual difficulties and problematics in policy and research. Discourse 21/1, 5-54.
Popkewitz, T. S. (2000). Curriculum as a problem of knowledge, governing, and the social
administration of the soul. In B. Franklin (Ed.), Curriculum and consequence: Herbert M.
Kliebard and the promise of schooling (pp. 75-102). New York: Teachers College Press.
Popkewitz, T. S. (2000). Reviewing reviews: RER, research, and the politics of educational knowledge.
The Review of Educational Research 69/4, 397-406.
Popkewitz, T. S. (2000). Rethinking the comparative problem of inclusion and exclusion: Contributions
of post-modern social and political theory. In S. Bouzakis (Ed.), Comparative education:
Historical-comparative perspectives (pp. 179-194). Athens, Greece: Gutenberg Press. (This is
translated and republished into a Greek book on educational research and educational change.)
Bloch, M., & Popkewitz, T. (2000). Constructing the parent, teacher, and child: Discourses of
development. In L. D. Soto (Ed.), The politics of early childhood education (pp. 7-32). New
York: Peter Lang.
Popkewitz, T. S., Pereyra, M. & Franklin, B.(2001). History, problem of knowledge, and the cultural
history of schooling. In T. Popkewitz, B. Franklin & M. Pereyra (Eds.), Cultural history and
education: Critical studies on knowledge and schooling. New York: Routledge.
Popkewitz, T. (2001). Historia de la educación de la razón y el poder: Historia del curriculum y
tradiciones intelectuales. In M. E. A. Lora (Ed.), Rostros históricos de la educación: Miradas,
estilos, recuerdos (pp. 97-140). Mexico: Centro de estudio sobre la universidad de la unam,
Fondo de cultura económica.
Popkewitz, T. & Lindblad, S. (2001). Estatísticas educacionais como um sistema de razíão: RElações
entre governo da educação e inclusão e enclusão sociais. Educação & Sociedada 22(75). 111-
148.
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Popkewitz, T. S. (2001). Reconstituindo o professor e a formação de professores: imaginários nacionais e
diferença nas práticas da escolarização. Revista Brasilieria de história da Educação 2, 59-78.
Popkewitz, T. (2002). How the alchemy makes inquiry, evidence, and exclusion. Journal of Teacher
Education 53/3, 262-267.
Jóhannesson, I. Á., & Popkewitz, T. S. (2001). Pierre Bourdieu. In J. A. Palmer (Ed.), Fifty key
contemporary thinkers on education (pp. 229-233).
Popkewitz, T. S. (2001). Rethinking the political: Reconstituting national imaginaries and producing
difference in the practices of schooling. The International Journal of Inclusive Education 5/2&3,
179-208.
Popkewitz, T. S., & Bloch, M. N. (2001). Fabricating the child and family: The commonsense of reason
as the politics of social inclusion and exclusion. Journal of Curriculum Theorizing 17/3, 63-84.
(Temps d'Educacion [Education's Time]). Journal of the Education’s Division of the University
of Barcelona, Spain).
Popkewitz, T. (2001). Historia de la educación de la razón y el poder: historia del curriculum y
tradiciones intelectuales. In M. E. A. Lora (Ed.), Rostros históricos de la educación; Miradas,
estilos, recuerdos (pp. 97-140). México: Centro de estudio sobre la universidad de la unam,
Fondo de cultura económica.
Popkewitz, T., & Lindblad, S. (2001). Educational statistics as a system of reason: Relations of governing
education and social inclusion and exclusion. Uppsala, Sweden: Uppsala Reports on Education.
(An earlier version appears in Portuguese, Estatísticas educacionais como um sistema de razão:
relações entre governo da educação e inclusão e exclusão sociais. Educ. Soc., Agosto 2001, 22/
75. It is also been revised for the Harvard Educational Review.)
Popkewitz, T. (ed.). (Fall, 2001). Rethinking research in teaching and teacher education. Special Issue of
Recherche & Formation, the French U.F.R Sciences de l’Education journal. (Translated into
French)
Popkewitz, T., & Nóvoa, A. (2001). La fabrication de l’enseignant professionnel: La ráson du savioir.
Recherche et Formation por less professions de l’éducation. Institut National de Recherche
Pédagogique. N. 38.
Popkewitz, T. (2001). Reconstitituer l’enseignant et sa formation: Imaginaries nationaux et différences
dans les pratiques pédagogiques. Recherche et Formation por less professions de l’éducation.
Institut National de Recherche Pédagogique. N. 38, pp. 15-31.
Popkewitz, T. S., & Nóvoa, A. (2001). Conversation entre. Recherche et Formation por les professions
de l’éducation. Institut Natioanl de Recherche Pédagogique. N. 38, pp. 119-31.
Popkewitz, T. (Fall 2001). Reconstituting the Teacher and Teacher Education: National Imaginaries and
Difference. Recherche & Formation.
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Popkewitz, T. (2002). The non-bricks and non-motor of an intellectual culture: My Americanization
study of graduate education. The Australian Educational Researcher 29/3, 43-63.
Popkewitz, T., & Gustafson, R. (2002). The alchemy of pedagogy and social inclusion/ exclusion.
Philosophy of Music Education Review 10/2, 80-91.
Lindblad, S., & Popkewitz, T. (2003). Comparative ethnography: Fabrication the new millennium, and
its exclusions. In D. Beach, T. Gordon, & E. Lahelma (Eds.), Democratic education:
Ethnographic challenges (pp. 10-23). London: Tufnell Press.
Popkewitz, T. (2003). Partnerships, the social pact, and changing systems of reason in a comparative
perspective. In B. Franklin, M. Bloch, & T. Popkewitz (Eds.), Educational partnerships: The
paradoxes of governing schools, children, and families (pp. 27-54). Palgrave Macmillan Press.
Franklin, B., Bloch, M., & Popkewitz, T. (2003). Introduction: Educational partnerships: An
introductory framework. In B. Franklin, M. Bloch, & T. Popkewitz (Eds.), Educational
partnerships: The paradoxes of governing schools, children, and families (pp. 1-23). New York:
Palgrave Macmillan Press.
Popkewitz, T. (2003). Governing the child and pedagogicalization of the parent: A historical excursus
into the present. In M. N. Bloch, K. Holmlund, I. Moqvist, & T. S. Popkewitz (Eds.), Governing
children, families,a nd education: Restructuring the welfare state (pp. 35-61). New York:
Palgrave Macmillan Press.
Popkewitz, Thomas (2003). Educational research and constituting the American school at the turn of the
20th century. In P. Smeyers & M. Depaepe (Eds.), Beyond empiricism on criteria for educational
research, Studia paedagogica 34, 117-128. Leuven, Belgium: Leuven University Press.
Bloch, M. N., Holmlund, K., Moqvist, I., & Popkewitz, T. (2003). Global and local patterns of governing
the child, family, their care, and education. In M. N. Bloch, K. Holmlund, I. Moqvist, & T. S.
Popkewitz (Eds.), Governing children, families, and education: Restructuring the welfare state
(pp. 3-31). New York: Palgrave Macmillan Press.
Popkewitz, T. (2004). Is the National Research Council Committee’s Report on scientific research in
education scientific? On trusting the manifesto. Qualitative Inquiry 10/1, 62-78.
Popkewitz, T. (2004). Standards and the making the citizen legible. Journal of the learning sciences
13(2), 243-256.
Popkewitz, T. (2004). The alchemy of the mathematics curriculum: Inscriptions and the fabrication of the
child. American Educational Journal 41/4:3-34.
Popkewitz, T. (2004). The Reason of Reason: Cosmopolitanism and the Governing of Schooling. In B.
Baker & K. Heyning (Eds.), Dangerous coagulations? The uses of Foucault in the study of
education. (pp.189-224). New York: Peter Lang.
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Popkewitz, T. & Lindblad, S. (2004). Historicizing the future: Educational reform, systems of reason,
and the making of children who are the future citizens. Journal of Educational Change 5-3, 229-
247.
Попкевuџ, Томас (2004). Новый вэглиқү: Реформа, Kak возроҗдеиие наџионалъной символизаџии
и фиксаџия различий. Сoциoлoгия Обраэоъаһия, Үдқ 301, ББK 60.39. C 54: 123-146.
Popkewitz, T. (2004) Une perspective comparative des partenariats, du contrat social et des systèmes
rationnels émergents. In M. Tardif, & C. Lessard (Eds.), La profession d¹enseignant
aujourd¹hui :évolutions et perspectives internationals (pp.243-264) Canada/Europe: Presses de
l¹Université Laval/Éditions e Boeck.
Popkewitz, T. (2004). Technology as cultural practices: Morphologies of governing. In M. Nikolakaki
(Ed.), Globalization, technology and paideia in the new cosmopolis (pp. 231-250). Athens,
Greece: Atrapos editions.
Popkewitz, T. (2004). School subjects, the politics of knowledge, and the projects of intellectuals in
change. In P. Valero & R. Zevenbergen (Eds.), Researching the Socio-Political Dimensions of
Mathematics Education. Issues of Power in Theory and Methodology Series : Mathematics
Education Library 35 (pp.251-268). Boston: Kluwer Academic Publishers.
Popkewitz, T. (2005). Education between Psychology and Religion Thomas S. Popkewitz, (translated
into Danish) In Birgitte Elle, Klaus Nelsen & Morten Nissen (red.): Perspektiver på
pædagogisk psykologi (Perspectives on Pedagogical Psychology) (pp. 211-240). Copenhagen:
Thomas Bestle.
Popkewitz, T. S, .Olsson, U., & Petersson, K. (2006). The learning society, the unfinished cosmopolitan,
and governing education, public health and crime prevention at the beginning of the twenty-first
century. Educational Philosophy and Theory 37/4, 431-449.
Popkewitz, T. (2006). Hey, dude! It’s not the computer. Technologies, curriculum, and governing the self
(with an epilogue to the Bob(s) Current Discourse on Education in Developing Nations: Essays
in Honor of Robert B. Tabachnick and Robert Koehl. New York: Nova Science Publishers.
Kowalczyk, J., & Popkewitz, T. S. (2005) Multiculturalism, recognition, and abjection: (Re)-Mapping
Italian identity. Policy Futures in Education 3(4), 432-435.
Popkewitz, T. (2007) Alchemies and governing or, questions about the questions we ask. Educational
Philosophy and Theory, 63-83.
Popkewitz, T. (2006). Hope of progress and fears of the dangerous: Research, cultural theses and
Planning different human kinds. In G. Ladson-Billings & W. F. Tate (Eds.), Education research
in the public interest. Social justice, action, and policy (pp. 119-141). New York: Teachers
College Press.
Popkewitz, T. (2006). Kosmopolitismus, die Grundlage der Vernunft und die Steuerung der
Schulbildung. (Cosmopolitanism : The reason of reason and governing schooling). In R. Casale,
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D. Tröhler, & J. Oelkers (Herausgegeben-Eds), Methoden und Kontexte. Historiographische
Probleme der Bildungsforschung (pp. 214-240). Göttingen: Wallstein.
Popkewitz, T. (2006). The idea of science as planning was not planned: A historical note about American
pedagogical sciences as planning society and individuality. In R. Hofstetter & B. Schneuwly
(Eds.), Education nouvelle - Sciences de l'Education. The New Education and Educational
sciences. Fin du 19e –milieu 20
e siècle (pp.143-169). Bern: Peter Lang.
Popkewitz, T. (2006). (Gasteeditor) Curriculumgeschichte: Grundlagen und Fallstudien (Curriculum
History) Zeitschrift für pädaogische Historiographie, (Journal for the Historiography of
Education, Published at the Institut für Historische Buldungsforschung, The University of
Zurich). 12/2: pp. 86-114.
Popkewitz, T. (2006). Die historische erforschung des curriculums und eine kurse bemerkung zu ihrer
geschicht..( The invitation: curriculum history and a short note on its history)Zeitschrift für
pädaogische Historiographie, (Journal for the Historiography of Education.12/ 2:86-87.
Popkewitz, T. (2006). Curriculumgeschicte: Schulbildung in den USA im frühen 20. Jarhundert als
kluturelle these darüber, we das kind ist und were s sein sollte. (Curriculum History: Early 20th
Century American Schooling As Cultural Theses About Who the Child is and Should Be)
Zeitschrift für pädaogische Historiographie, (Journal for the Historiography of Education.
12/2:88-94.
Popkewitz, Thomas S. Social reconstruction and the expertise of the governing: toward a political
sociology of schooling. In L. Chen (Ed.), Theory and practice in social reconstruction
curriculum: Enlightenment, empowerment, and action (pp. 109-140). Taiwan: Wu-Nan Book Inc.
Petersson, K, Olsson, Ulf & Popkewitz, Thomas S. (2007). Nostalgia, the Future, and the Past as
Pedagogical Technologies. Discourse: studies in the cultural politics of education 28/1, 49-67.
Popkewitz, T. (2007) The Reason Of Reason: Cosmopolitanism, Social Exclusion, And Lifelong
Learning. In A. Fejes & K. Nicoll (Eds.), Foucault and lifelong learning: Governing the subject
(pp. 74-86). London: Routledge.
Popkewitz, T. (2007). Educación y comunicación: Tejidos desde el Análisis Político de Discurso.
Mexico La razón de la esperanca cosmopolita como miedo a la diferencia. (The Reason 0f
Cosmopolitan’s Hope As Fears Of Difference). In Jiménez, Pilar Padierna & Mariñez, (coord).
Educación y Comunicación. Tejidos desde el Análisis Politico de Discurso (pp. 433-466). México
City, México: Casa Juan Pablos. Programa de Análisis politico de Discurso e Investigación.
Popkewitz, T. (2007). Alchemies and governing: Or, questions about the questions that we ask.
Educational Philosophy and Theory 39/1, 64-83.
Popkewitz, T. (2007). New preface for Spanish translation of T. Popkewitz, B. Tabachnick, and G.
Wehlage. Myth of educational reform (originally published, University of Wisconsin Press,
1982). Barcelona, Spain and Mexico City: Pomares. (Book was translated this year).
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Popkewitz, T. S. (2007). The 1960s and 1970s in the presence of 1968 and schooling. Zeitschrift für
pädagogsiche Historiographie (pp. 97-103).
Popkewitz, Thomas S. (2007). Alchemies and governing or, questions about the questions we ask.
Educational Philosophy and Theory 39(1), 64-83.
Popkewitz, Thomas S., Olsson, Ulf, & Petersson, Kenneth. (2006). The learning society, the unfinished
cosmopolitan, and governing education, public health and crime prevention at the beginning of
the twenty-first century. Educational Philosophy and Theory. 37/4.
Popkewitz, Thomas S., Olsson, Ulf, & Petersson, Kenneth. (2006). The learning society, the unfinished
cosmopolitan, and governing education, public health and crime prevention at the beginning of
the twenty-first century Reprinted in J. Masschelein, M. Simons, U. Bröcklilng, & L. Pongratz
(Eds.), The learning society from the perspective of governmentality (pp.17-36) Malden, MA:
Blackwell.
Popkewitz, Thomas (2008). Education sciences, schooling, and abjection: Recognizing difference in the
making of inequality. South African Journal of Education 28, 301-318.
Popkewitz, T. and Friedrich, D. (2008). Escuelas de desarrollo professional: narratives de democracia,
tesis de redención, ¿y negacíon de la “politica”? Revista Educación y Pedagagogía XX(50), 157-
176.
Lindblad, Rita Foss, Lindblad, Sverker and Popkewitz, Thomas S. (2008). Narratives on educational
research evaluations in Sweden. In Tina (A.C.) Besley (Ed.), Assessing the quality of educational
research in higher education. International perspectives (pp. 279-292). Rotterdam: Sense
Publishers.
Popkewitz, T. (2008). The double gestures of cosmopolitanism, globalization and comparative studies of
education. in R. Cowen & A. M. Kazamias (Eds.), International handbook of comparative
education (pp. 379–395). Springer Science.
Popkewitz, T. (2008). Cosmopolitanism, the citizen and processes of abjection: The double gestures of
pedagogy. M. Peters, H. Blee & A. Britton (Eds.), Global citizenship education: Philosophy,
theory and pedagogy (pp. 133-153). Rotterdam: Sense Publications.
Popkewitz, T. & Friedrich, D. (2008). Technologies as cultural practices: Morphologies of governing.
Revista Educación y Pedagogía (pp. 157-173). Meddelín, Colombia. (The article is translated
into Spanish).
Popkewitz, T. (2008). (guest editor). Historia del curriculum: una anotación breve en historia (The
history of the curriculum: A brief history of its history). Profesorado Revista de curriculum
formación del professorado 113.
Popkewitz, T. (2009). Inclusion and exclusion as double gestures in policy and education sciences. In M.
Simons, M. Olssen, & M. A. Peters (Eds.), Re-reading education policies. A handbook studying
the policy agenda of the 21st century (pp. 555-574). Rotterdam: Sense Publishers.
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Popkewitz, T. (2008). The reason of reason: Cosmopolitanism, social exclusion, and lifelong learning. A.
Fejes & K. Nicoll (Eds.), Foucault and lifelong learning. Governing the subject (pp. 74-86).
London: Routledge.
Popkewitz, T. (2008). Guest Editor. Historia del curriculum: una anotación breve en historia. Profesorado
Revista de curriculum formación del professorado 113.
Popkewitz, T. (2008). Early 20th century American schooling, education sciences and making social
exclusions. Memoria, Concimiento y Utopía 5. Publicación semestral de la Sociedad Mexicana
de Historia de la Educación, núm.5, Primavera del.
Popkewitz, T. (2009). The double gestures of cosmopolitanism, globalization and comparative studies of
education in R. Cowen & A. M. Kazamias (Eds.), International handbook of comparative
education (379-395). Springer Science.
Lindblad, R, Lindblad, S., & Popkewitz, T. (2009). Narratives on educational research evaluations in
Sweden. In Tina (A.C.) Besley (Ed.), Assessing the quality of educational research in higher
education. International Perspectives (pp. 279-292). Rotterdam: Sense Publishers.
Popkewitz, T. (2008). The social, psychological, and education sciences: From educationalization to
pedagogicalization of the family and the child. In P. Smeyers and M. Depaepe, eds. Educational
research: The educationalization of social problems (pp.171-190). Dortrecht: Springer.
Popkewitz, T. (2010). Alchemies, disciplines, school subjects and teacher education reforms: Limits and
possibilities. In I. Erikson, V. Lindberg, & E. Österlind (Eds.), Uppdrag undervisning- kunskap
och lärande (pp. 71-84). Lund: Studenlitteratur.
Popkewitz, T. (2010). The limits of teacher education reforms: School subjects, alchemies, and an
alternative possibility. Journal of Teacher Education 61(5), 413–421.
Popkewitz, Thomas (2010). Incusión y exclusión como gesto dobles en políca y ciencias de la
educación. Propuesta Educative 33, 11-28. Argentina: FLACSO.
Popkewitz, Thomas S. (2010). Alguimia y gobierno, a preguntas acera de lo que preguntamos. Revista de
Educación Año 1(1), 15-42. Facultad de Humanidades- Universidad Nacional de Mar del Plata.
Popkewitz, T. (2010). What is vital to social science and education? The imagined unity that pruges the
sensibilities of Science. Zeitschrift für pädagogische Historigraphie. 16 Jahrgage 2/2010: pp.
111-114.
Popkewitz, T. (2010). The university as prophet, science as its messenger, and democracy as its
revelation: John Dewey, University of Chicago President William Rainey Harper and Colonel
Francis Parker. In T. Schlag, D. Tröhler, & F. Osterwalder (Eds.), Pragmatism and modernization
(pp. 99-122). Rotterdam: Sense Publishers.
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Popkewitz, T. (2010). Curriculum studies, curriculum history, and curriculum theory: the reason of reason. Journal
of Curriculum Studies . 41:3. 301-319
Popkewitz, T. (2010). Comparative studies and unthinking comparative “thought”: The paradox of
“reason” and its abjections. In M. Larson (Ed.), New thinking in comparative education:
Honoring Robert Cowen (pp. 15-28). Rotterdam: Sense Publishers.
Popkewitz, Thomas. (2010). Curriculum studies and the history of the present. REVISTA DE
PEDAGOGIE 58(3), 13-32.
Popkewitz, T. (2010).The political of PISA, Numbers and the Alchemyo f School Subjects.
Restructuring the truth of schooling-Essays on discursive practices in the sociology and politics
of education. (48). Jäyvskyä,Finland: University of Jäyvskyä, . Finnish Educational Research
Association. Pp.42-60.
Popkewitz. T. (2011). From Virtue as the Pursuit of Happiness to Pursuing the Unvirtuous:
Republicanism, Cosmopolitanism, and Reform Protestanism in American Progressive Education.
In D. Tröhler, T. Popkewitz, and D. Labaree, eds. The Child, the Citizen, and the Promised Land:
Comparative Visions in the Development of Schooling in the Long 19th Century..(pp.291-239).
New York: Routledge.
Tröhler, D. Popkewitz, T. & Labaree, D. (2011), Introduction. Children, Citizens, and Promised Lands:
Comparative History of Political Cultures and Schooling in the Long 19th Century. In D. Tröhler,
T. Popkewitz, and D. Labaree, eds. The Child, the Citizen, and the Promised Land: Comparative
Visions in the Development of Schooling in the Long 19th Century. (pp.1-31). New York:
Routledge.
Popkewitz, T. (2011). Foreward. In Tröhler, D. (2011). Languages of education: Protestant legacies in educationalization of the world, national identities, and global aspirations. T. Popkewitz, (pp.1-19). New York: Routledge.(written this year)
Daniel Tröhler, Thomas S. Popkewitz, and David F. Labaree, (2011) Introduction. Children, Citizens, and Promised Lands: Comparative History of Political Cultures and Schooling in the Long 19th Century. In Daniel Tröhler, Thomas S. Popkewitz, and David F. Labaree, The Child, the Citizen, and the Promised Land: Comparative Visions in the Development of Schooling in the Long 19th Century. (pp.1-31). New York: Routledge.
Daniel Tröhler, Thomas S. Popkewitz, and David F. Labaree (2011). Preface. In Daniel Tröhler, Thomas
S. Popkewitz, and David F. Labaree, The Child, the Citizen, and the Promised Land: Comparative
Visions in the Development of Schooling in the Long 19th Century. (pp.xi-xv). New York:
Routledge.
Popkewitz, Thomas (2011). The Past as the Future of the Social and Educational Sciences. D. Tröhler &
R. Barbu (eds.), Education Systems in Historical, Cultural, and Sociological Perspectives,
(pp.161–181). Rotterdam: Sense Publishers
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Popkewitz, T. (2011) Curriculum history, schooling and the history of the present. History of Education
40(1), 1–19.
Popkewitz, T. (2011). Research and Regulation of Knowledge. In Lesko, N. & Talburt, S.eds. Youth
Studies: Keywords and Movements (pp. 59-71) New York: Routledge
Popkewitz, T. (2011,) Pisa: Numbers, Standardizing Conduct, and The Alchemy of School Subjects. IN
M.A. Pereyra, H.-H. Kottoff & R. Cowen (eds.), PISA under Examination: Changing Knowledge,
Changing Tests, and Changing Schools. (pp. 31–46). Rotterdam: Sense Publishers
Popkewitz, T. & Martins, C. (2013- in press). Now We Are European!” How Did It Get That Way? In
Novoa, Antonio & Lawn, Martin (eds.)Rethinking the European Educational Space.Oxon, UK:
Routledge, 2013
Popkewitz, T. (in press). The Sociology of Education as the History of the Present: Fabrication,
Difference and Abjection. Discourse (Also To be published in French) The Sociology Of
Education And The Restructuring Of The State. Jean-Louis Derouet,, editor. Paris: Presses De
l'Ecole Normale Supérieure.
Petersson, K., Olsson, U., & Popkewitz, T. S. (in press). Framtiden som styrning. En genealogisk
betraktelse av det utbildningsbara subjektet och pedagogisk teknologi under det tidiga 2000-talet
(The future as governace. A genealogical approach to the educable subject and pedagogical
technologies in the beginning of the 21st century). In Sophia Lovgren and Kerstin Johansson,
red.. Viljan att styra: individ, samhälle och välfärdens styrningspraktiker (The Will to Govern:
Subjects, Society and Governmental Practices of Welfare). Lund: Studentlitteratur.
Popkewitz, T. (2012). Numbers in grids of intelligibility: Making sense of how educational truth is told.
In H. Lauder, M. Young, H. Daniels, M. Balarin, & J. Lowe, eds (pp.169-191). Educating for the
Knowledge Economy? Critical Perspectives. London: Routledge.
Translated Articles/books of Writing Previously Published in English (selected)
Popkewitz, T. (2011). Cosmopolitismo, o Cidadão e os Processos de Abjeção: os duplos gestos da
pedagogia. Politicas, Currículo e Trabalho Docente. Cadernos de Educaçã20(38):351-394.
Popkewitz, Thomas (2011). Struggling for the soul. The politics of schooling and the construction of the
teacher (English originally 1998). Taiwan: Chu Liu Book Company. Chinese. It is also being
translated for publication by Beijing Normal University Press. It is a separate translation. Don’t
ask me why.
Popkewitz, Thomas (2008). Cosmopolitanism and the Age of School Reform: Science, Education, and
Making Society by Making the Child. This is being translated for publication by Beijing Normal
University Press and The University of Rome, and previously been translated in Swedish &
Spanish,).
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Popkewitz, T. & Rizvi, F., eds. (2009) Globalization and the Study of Schooling. Beijing Normal
University Press. Translation into Chinese
Popkewitz, T. (2009) Comparative studies and unthinking comparative ‘thought” REVISTA DE
PEDAGOGIE. 10-12/2009 (3) pp.13-32 (Romania)
Popkewitz, Thomas (2010). Incusión y exclusión como gesto dobles en políca y ciencias de la
educación. Propuesta Educative 33: 11-28. (FLACSO, Argentina). (Incusion and exclusion as
gesture turn in polítics and sciences of the education.)
Popkewitz, Thomas S. (2010). Alguimia y gobierno, a preguntas acera de lo que preguntamos. Revista de
Educación. Año 1, No.1, pp. 15-42. (Facultad de Humanidades- Universidad Nacional de Mar
del Plata).
Popkewitz, T. (2010). The Reason of Reason: Cosmopolitanism and Its impoact on School
governmentality. Global Education. 39:3: pp. 3-12. (in Chinese. I am not sure of the original
English title and the Chinese is a translation that translates)
Popkewitz, Thomas (2011). Políticas Educativas e Curriculares. Abodagens sociológicas críticas.
Ramada, Portgual: Edições Pedago.
Popkewitz, Thomas (2007). Repensar o politicio: Reconstituir os imaginários nationais e produzir
differença. In J. Paraskeva, J. Diniz-Pereira, e Ladson-Billings, G. (organizadores).
Mulitcuturalismo, Curríluo e Formação Decente-Ideias de Wisconsin, Volume 1. (pp. 126-163)
Lisboa: Didáctica editora
Petersson, Kenneth, Olsson, Ulf, & Popkewitz, Thomas S. (2007) Framtiden som styrning. En
genealogisk betraktelse av det utbildningsbara subjektet och pedagogisk teknologi under det
tidiga 2000-talet (The future as governace. A genealogical approach to the educable subject and
pedagogical technologies in the beginning of the 21st century). In Sophia Lovgren and Kerstin
Johansson, red.. Viljan att styra: individ, samhälle och välfärdens pyrningspraktiker (The Will to
Govern: Subjects, Society and Governmental Practices of Welfare). Lund: Studentlitteratur.
(pp.239-265)
Popkewitz, T. (2007). Educación y comunicación: Tejidos desde el Análisis Político de Discurso.
Mexico La razón de la esperanca cosmopolita como miedo a la diferencia. (The Reason 0f
Cosmopolitan’s Hope As Fears Of Difference). In Jiménez, Pilar Padierna & Mariñez, (coord).
Educación y Comunicación. Tejidos desde el Análisis Politico de Discurso (pp.433-466). México
City, México: Casa Juan Pablos. Programa de Análisis politico de Discurso e Investigación.
Popkewitz, Thomas S. y Lindblad, Sverker (2005). Gobernación educative e inclusión: Dificultades
concetuales y problemáticas en la política y en la investigación. In Julián J. Luengo (Compil.)
Pardigmas de gobernación y de exlusión en la educación. (pp.116-198). Barrcelona-México:
Edciones Pomares.
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Попкевuџ, Томас (2004). Новый вэглиқү: Реформа, Kak возроҗдеиие наџионалъной символизаџии
и фиксаџия различий. Сoциoлoгия Обраэоъаһия, Үдқ 301, ББK 60.39. C 54: 123-146.
Popkewitz, T.S. (2003) Infancia, escolarización y modernidad o nacionalidad, ciudadanía,
cosmopolitismo y “los otros” en la constitución del sistema educativo estadounidense, en Miguel
A. Pereyra et al, Infancia y escolarización en la modernidad tardía, Madrid: Akal.
Popkewitz, T. (2002). Infancia, modernidad y escolarization: Nacionalidad, cuidadania, cosmopolitismo
y “los otros” en la constituton del sistema educativo Notre-Americano. Infancia y escolarizacion
en la modernidad tarsi (17-70). Madrid: Ediciones Akal, Universidad International de
Andalucia.
Popkewitz, T. (2002). Cultural productions: (Re)constituting the nation, the child, and teacher in the
educational sciences. Prestige 10. Lisboa: Euca, Faculdade de Psicologia e de CiLncia da
Educacno, Universidade de Lisboa.
Popkewitz, Thomas (2001). Re-examining the Comparative Problem: Inclusion/Exclusion--A
Contribution of Postmodern Social and Political Theory, (Sinkritiki Pedagogike: Theoritika,
Methodologika Provlemata kaiSychrones Taseis sti Diethni Ekpaideusi) ed. Siphis Bouzakis,
Comparative Education:Theoretical, Methodological Problems and Contemporary Trends in
International Education, Epanatheorotas to Sinkritiko Provlema:Ensomatosi/Apokleismos--
Synisfora tis Metamondernas Koinonikis kai Politikis Theorias. pp.93-110.Athens: Gutenberg.
Popkewitz, T. (1998/2001). Lutando em Defesa da AlmaA política do ensino e a construção do professor
(Struggling for the soul: The politics of schooling and the construction of the teacher). Porto
Alegre, Brazil: Artmed.
Popkewitz, T. and Brennan, M. (Eds.). (1998/2001). El desafio de Foucault: discuso, conocimiento y
poder en la educación. (Foucault’s Challenge). Pomares: Barcelona, Spain.
Popkewitz, T. (2000). El rechazo al cambio en el cambio eduativo: Sistemas de ideas Y construcción de
políticas y modelos de evaluación macionales. Perfiles Educativos 22/89-90: 5-33.
Popkewitz, T. (2000). El rechazo al cambio en el cambio eduativo: Sistermas de ideas Y construccion de
politicas y modelos de evaluacion macionales. Perfiles Educativos 22/89-90: 5-33.
Popkewitz, T. & Bloch, M. (2000). Construindo a criança e a família: resistos de adminstração social e
registos de liberdade (Constructing the child and the family: Registers of social administration
and registers of freedom). In A. Nóvoa & J. Schriewer (Eds.), A difusão mundial da escola (p.
15). Lisboa: Educa, Universitdade de Lisboa.
Popkewitz, T. (2000). Reforma, conhecimento pedagógico e administraçâo social da individualidade: a
educaçâo escolar como efeito do poder. In F. Imbernón (Ed.), Educaçâo No Século XXI; Os
desafios do futuro imediato (pp. 141-170). Porto Alegre, Brazil: Artmed. (It is an article
translated from the Spanish edition into a new Portuguese edition.)
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Popkewitz, T. (1998). Gobernmentalidad y formación docente. In A. Birgin, I. Dussel, S. Duschatzky, &
G. Tiramonti (Eds.), La formación doctente: Cultura, escuela y políca. Debates y experiences
(pp. 55-66). Serie Acción FLACSO. Buenos Aires: Editorial Troquel, SA.
Popkewitz, T., A. Pitman, & A. Barry (1998). El milenarismo en la reforma educativa de los años
ochenta. Revista de Estudios del Curriculum 1/2, 7-33. (Reprint)
Popkewitz, T. (1994). História do Curriculo. Regulação Social e Poder. O Sujeito Da Educação: Estudos
Foucaultianos (pp. 173-210). (Reprint)
Popkewitz, T. (1992). Cultura, pedagogia, e poder. Discurso pedagógico, cultura e poder (pp. 91-107).
(Reprint)
Popkewitz, T. & M. Pereyra (1992). Praticas de Reforma na formacao de professores em oito paises:
Esboco de uma problematica. Reformas Educativas e Formacao de Professores (pp. 11-42).
Popkewitz, T. (1990). Profesionalizacion y formacios del profesorado. Cuademos de Pedagogia (pp.
105-111).
Popkewitz, T. (1990). Problemes og problemstillinger i gjennomforingen av evalueringsprossen. In M.
Granheim, U. Lundgren, og T. Tiller (red), Utdanningskvalitet styrbar eller ustyrlig? Om
malstyring og Kvalitetsvvrdering av norsk skole (pp. 85-102). Oslo: Tano.
Popkewitz, T. (1990). Social science during the formative years of mass schooling in the US: State
policy and the university (in Russian). Sovrenennja Veshevaja Skolja (Contemporary Higher
Education) 1/69, 213-239.
Popkewitz, T. (1990). Reformas de la formación del profesorado y la enseñanza en Estados Uniotos:
Reconstitución del aparato burocrático del Estado y elaboración de un discurso politico Revista
de Educación, Extraordinario. (reprint)
Popkewitz, T. (1988). Ideologia y formacion social en la formacion del professado. Professionalizacion
e intereses sociales. Revista de educacion 285 (encro-abril): 125-50. (reprint)
Popkewitz, T. (1988). Oktatasi es tanarkepzesi reformok: Az allami burokratikus apparatus ujjateremtese
es egy politikai diszkurzus kialakitasa (Teaching and teacher education reforms: Reconstituting a
state bureaucratic apparatus and forming a political discourse). Neveleselmelet es Iskolakutatas
7/3: 7-54.
Popkewitz, T. (1987). La produccion del conocimiento escolar y los lenguajes curriculares. Cuestiones
institucionales en el seguimiento de las matematicas escolares. Revista de Educacion 282 (enero-
abril): 61-86. (reprint)
Popkewitz, T. (1985). Los valores latentes del curriculum centrado en las disciplinas. In J. Gimeno
Sacristas y A Perez Gomez (Eds.), La ensenanza: su teoria y su practica. Madrid: Akal.
(reprint)
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Curriculum Articles/Booklets/Reviews
Popkewitz, T. S. (1972). Politics and power: The new voter (Report of the Subcommittee on Political
Science). Wisconsin State Department of Instruction, Bulletin #3204.
Popkewitz, T. S. (1973). How to study political participation. Washington, DC: National Council for the
Social Studies.
Popkewitz, T. S. (1985). Time and seasons. Curriculum Review 24/4: 89.
Popkewitz, T. S. (1986). Beyond the rising sun: Discovering Japan (Software). Curriculum Review.
Book Reviews
Apple, M. M., & T. S. Popkewitz (1971). Knowledge, perspective, and commitment: An essay review.
Social Education.
Popkewitz, T. S. (1974). Politics and government. History Teacher, 622-624.
Popkewitz, T. (l99l). The ideology of science and policy-making. The Review of Education 13/3-4:
203-208. (This is a review of a book about social science.)
Fendler, L., & Popkewitz, T. (1993). (Re)constituting critical traditions. Educational Researcher 22/6:
24.
Schmidt, M. & Popkewitz, T. (2004). Fabricating Europe: The formation of an education space. Review
of António Nóvoa and Martin Lawn, 2002. London, Kluwer Academic Publishers. Discourse,
Studies in the cultural politics of education 25(3), 412-419.
Technical Reports
Fox, F., Grant, C., Popkewitz, T., Romberg, T., Tabachnick, R., Wehlage, G., & others (1975). Impact of
teacher corps training institute: Description and preliminary analysis, part II. Washington, DC:
Teacher Corps.
Popkewitz, T. S. (1976). Teacher education as a process of socialization. Technical Report No. 18.
1975 CMTI Impact Study Team.
Tabachnick, B. R., & Popkewitz, T. (1976). Description of CMTI. Technical Report No. 1. 1975 CMTI
Impact Study Team.
Popkewitz, T., Wehlage, G., and Grant, C. (1976). Description of internship. Technical Report No. 5.
1975 CMTI Impact Study Team.
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Fox, G. T., Grant, C., Popkewitz, T., Tabachnick, B. R., Romberg, T., & Wehlage, G. (1976).
Procedures for follow-up study. Technical Report No. 7. 1975 CMTI Impact Study Team.
Fox, G. T., Grant, C., Popkewitz, T., Romberg, T., Tabachnick, B. R., & Wehlage, G. (1976).
Recommendations for future CMTI's. Technical Report No. 12. 1975 CMTI Impact Study Team.
Fox, G. T., Grant, C., Popkewitz, T., Romberg, T., Tabachnick, B. R., & Wehlage, G. (1976). Immediate
importance of demonstration to teacher corps. Technical Report No. 15. 1975 CMTI Impact
Study Team.
Fox, G. T., Grant, C., Popkewitz, T., Romberg, T., Tabachnick, B. R., & Wehlage, G. (1976). Guidelines
for demonstrating dynamic training events. Technical Report No. 17. 1975 CMTI Impact Study
Team.
Popkewitz, T. & Myrdal, S., ed. (1989). Case studies of six urban mathematics collaboratives prepared
for Ford Foundation. Madison, WI: Wisconsin Center for Educational Research.
Popkewitz, T., Myrdal, S., & Cho, S. (l990). Teach for America summer institute 1990: Evaluation
report. Madison, WI: Wisconsin Center for Educational Research.
Popkewitz, T. & Myrdal, S. (1991). Case studies of the urban mathematics collaborative project: A
report to the Ford Foundation. Madison, WI: Wisconsin Center for Educational Research.
Popkewitz, T. & Myrdal, S. (l99l). Methodological issues and themes of reform and change. Case
studies of the urban mathematics collaborative project: A report to the Ford Foundation.
Madison, WI: Wisconsin Center for Educational Research.
Popkewitz, T. S., Lindblad, S., & Strandberg, J. (1998). Review of research on education governance
and social integration and exclusion of youth. Report submitted to the European Union
Programme on Targeted Socio-Economic Research as part of a deliverable for the cross-national
research project, ‘Education Governance and social integration and Exclusion in Europe.
Uppsala, Sweden: Uppsala University.
Lindblad, S., & Popkewitz, T. S. (Eds.). (1998). National case studies: Educational systems and recent
reforms. Report Submitted to the European Union Programme on Targeted Socio-Economic
Research as part of a deliverable for the cross-national research project, ‘Education Governance
and social integration and Exclusion in Europe. Uppsala, Sweden: Uppsala University.
Popkewitz, T. S., & Lindblad, S. (2000). Public discourses on education governance and social
integration and exclusion: Analyses of policy texts in European contexts. S. Lindblad & T.
Popkewitz (Eds.), Uppsala reports on education 36. Uppsala, Sweden: Department of Education,
Uppsala University.
Lindblad, S. & Popkewitz, T. (2001). Case studies of educational governance and social integration and
exclusion. Uppsala, Sweden: Uppsala Reports on Education.
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Lindblad, S. & Popkewitz, T. (2001). Educational Governance and Social Integration and Exclusion
(EGSIE): Executive Summary. Brussels, Belgium: the European Commission, D G XII, Targeted
Socio-Economic Research.
Gestur Guɗmundsson, Willy Martinussen, Jo Moran-Ellis, Thomas S. Popkewitz, Ritva Prättälä, Alan
Warde, Gaby Weiner, Geoff Whitty, Sun Sunesson (2011). Panel # 3: Department of Education,
Department of Curriculum Studies, Department of Education (Pedagogik), Department of Studies
in Education, Culture and Media, The new Department of Education, Department of Sociology,
Department of Food, Nutrition and Dietetics, Physics Education Research in Department of
Physics and Astronomy. KoF : quality and Renewal 2011. An Overall Evaluation of Research at
Uppsala University 2011/2011.(pp. 145-158) Uppsala : Uppsala Universitet .
II. SELECTED PAPERS DELIVERED AT SCHOLARLY MEETINGS
Date Title Where Presented
1970 "Two Models of Political Inquiry: Wisconsin Educational Research Association
Issues in Research and Curriculum Oshkosh, Wisconsin
Planning."
1971 "The Symbolic Function of `The Wisconsin Elementary Principal Association
Middle School' Concept?" Racine, Wisconsin
1972 "Educators and Community: National Council for the Social Studies
Demands of Pluralism and the Boston, Massachusetts
Model of Teacher Corps Reform"
1973 "Maintenance of the Status Quo American Educational Research Association
and Institutional Change, A Case New Orleans
Study of a Teacher Corps Project"
1975 "School Evaluation as a Problem American Educational Research Association
of the Sociology of Knowledge" Washington, D.C.
1976 "Teacher Education as a Process American Education Research Association
of Socialization" New York City
"The Ideology of Educational College and University Faculty Assembly
Reform" for the National Council for the Social Studies,
Washington, D.C.
1977 "Reform and Institutional Life" Evaluation Network Conference
St. Louis
"The Social Structural of American Educational Research Association
Schooling and Reform" New York City
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"Teacher Education as a Problem American Educational Research Association
of Ideology" New York City
"Educational Research and Its College and University Faculty Assembly of
Values" the National Council for the Social Studies
in Cincinnati
1978 "Methodological Issues in the American Educational Research Association
Study of Teacher Education" Toronto
(with B. Tabachnick and
K. Zeichner)
"Teacher Education and the American Education Research Association
Professional Perspective of Toronto
Teachers" (with B. Tabachnick
and K. Zeichner)
"Qualitative Research: Some Conference on Study of Schooling: The Use
Thoughts About the Relation of of Field Based Methodologies
Methodology and History" Wingspread, Racine
"The Social Meaning of Reform National Council for the Social Studies
and The Planning of Educational Houston, Texas
Change"
"Educational Reform: Soviet-American Seminar on Teaching and
Antagonistic Meanings and Learning, Moscow, December 2-6, 1978
Institutional Life"
"On the Relation of Research and Evaluation Network Annual Meeting
Political Community, Qualitative Aspen, Colorado
Research in Educational Evalua-
tion"
1979 "Teacher Education as a American Educational Research Association
Socialization Process"
1980 Social Contexts of Schooling, American Educational Research Association
Change and Educational Research Boston
1981 Moral and Social Basis of National Council for the Social Studies
Occupational Life: Teacher
Education Soviet Approaches
1982 Motion as Educational Change: American Educational Research Association
The Misuse and Irrelevancy of New York
Two Research Paradigms
The Problem of Curriculum American Educational Research Association
Research: The Possibilities New York
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and Pathologies of a Science
of Schooling
1983 Teacher Education As Cultural Bat Sheba Science Education Conference–
Codes Weitzmann Institute, Hebrew University
Israel
The Idea and Ideology of American Educational Research Association
Progress in Educational Montreal
Research
Social Sciences as Social American Educational Research Association
Amelioration Montreal
Soviet Pedagogical Sciences Universitat Malaya, Kala Kumpur, Malaysia
American Social Studies Research: American-Japanese Seminar on Social Studies
Paradigms and Social Purpose Education, Kyota, Japan (December)
1984 Paradigms and Ideology in University Lecture, University of Missouri
Educational Research (February)
Icelandic College of Education The Social Function Educational Reform
University of Mainz Biography, and Institutional Structures
Research Agendas
Stockholm Institute of Education Educational Reform and the Current National
Reforms
College of Education, University Educational Research and the Social
of Umea, Sweden Functions of the Intellectual
1985 "Knowledge and Social Interest" American Educational Research Association
Collaborative Programs in Chicago
Teacher Education as Ideology,
Biology, Social Structure and
History
The Ideology of Aesthetics: The Visual Literacy Association
Problem of Schooling Pomona, California
Educational Reform: Problems Spanish Ministry of Education Seminar
and Politics Salamanca
Reform in Social Studies Teacher National Council for the Social Studies
Education Chicago
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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1986 Paradigms of Research National Council for the Social Studies
1987 Ideology and Reform University of Oslo (March)
Teacher Education: Current
Trends and Social Assumptions
Educational Reform: Rhetoric, American Educational Research Association
Ritual and Ideology
1988 "Ideology in Qualitative Research American Educational Research Association
Methodologies New Orleans
The State, The University and American Educational Research Association
Teacher Education: A Reforma- New Orleans
tion of How Control is Exercised
in California and Wisconsin,
1976-1986 (with M. Brennan)
Exploring Professionalism as an American Educational Research Association
Ideological and Social Construct New Orleans
19th Century Teaching and the American Educational Research Association
Problem of Knowledge and Power
History as a Method of Studying Invited Symposium on the History of
Curriculum Curriculum
University of Oslo, Norway
The Relation of the State and Lecture given at Michigan State University
Educational Reform
Culture, Pedagogy and Power: Opening speech given at symposium,
Issues of the Production of Challenge Your Future through Your
Values and Colonialization Culture, Luleå, Sweden
The Changing Reforms in Teacher Lecture given at Stockholm School of
Education and the Problem of Education, Stockholm, Sweden
Evaluation
Current Reforms in U.S. Teacher Lecture given at the Swedish Association
Education: Some Issues and of Teacher Educators
Dilemmas
The formation of School Subjects Lecture given at the University of Uppsala,
and the Problem of Historical Uppsala, Sweden
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Study
Some Institutional Considerations Lecture given at the Science Teaching
of the Current Reform Programs Center, Hebrew University
to Science and Math Teaching
Current Educational Reforms in Lecture given at Haifa University
a Social and Historical Perspective
1991 A Political\Sociological Critique Paper presented at the 2nd National Research
of Teacher Education Reforms: Symposium on Limited English Proficient
Evaluation of the Relation of Students’ Issues
Power and Knowledge US Dept. of Education
Interdisciplinary efforts towards Paper for Soviety Academy of Pedagogical
a critical science of school reform: Science and UW Seminar on Interdisciplinary
American trends Studies, Madison
Issues in the study of Teacher University of Lisbon, September
Education
The Myth of Education Revised Competense Universidad of Madrid
and The Spanish Ministry of Education
Social Science, Social Movements Computense Universidad of Madrid and
and the Construction of Reform The Spanish Ministry of Education
Comparative Studies of Teacher Computense Universidad of Madrid and
Education: Conceptual and The Spanish Ministry of Education
Methodological Issues
1993 Centralization/Decentralization International Symposium, University of
Changing Patterns of Power Granada, Spain
The Social Field of Educational Umea University, Sweden
Research: Post-modernism,
Feminist and Left Scholarship
1995 A Changing Terrain of Social and International Standing Conference for the
Educational Knowledge: A Social History of Education, Berlin
Epistemology
1996 Invited speaker on teacher TESOL convention, Chicago reviewer,
Education American Educational Research Journal
Constructing the new democratic Paper delivered at the conference, “State
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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e36
citizen: Pedagogical discourses in Regulating Research Unit for the
cizenship and democracy, Department of Education
reconstituting the participatory University of Turku
subjects
The governing of the teacher and Congreso de formacion del profesorado.
academic knowledge: Some Avila, Spain
comparative notes
Keynote speaker: “The International seminar on educational policy at
administration of freedom: The the Catholic University, Sao Paulo, Brazil
redemptive culture of the
educational sciences”
1997 The Redemptive Culture of School of Education, University of Illinois
Educational Sciences
Keynote speaker: Educational Mexican Educational Research Association
Reform as the Effects of Power Mérida Mexico
1998 Globalization, Teacher Education, World Council for Comparative Education
and the new Sociology of Education
The International Commission to Umeå University
Evaluate Swedish Educational
Research: Some Issues and Findings
Reform as the Social World Congress of Comparative Educational
Administration of the Child: Societies. Cape Town, South Africa
Globalization of Knowledge
and Power
The New Cultural History in American Educational Research Association
Curriculum Studies AERA
Philosophy and Social Theory in Philosophy of Education SIG
Educational Studies American Educational Research Association
With Marianne Bloch. Bringing OMEP World Congress. Copenhagen, Denmark
the Parent in: A History of the
Present Social Administration of
the Parent to Rescue the Child for
Society
I gave three lectures on post- Catholic University, Saõ Paulo, Brazil
modern political theories in the
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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study of education
Lecture on national imaginaries Umeå University
and comparative studies in
education.
1999 Educational Research as the Keynote at “Reclaiming Voice II: Ethnographic
Production of Memory/Forgetting Inquiry and Qualitative Research in a Post
Ethnography and the Politics of Modern Age, University of California at Irvine
Knowledge
Comparative Methods and Umeå University
Educational Reform
Educational Research and Its Umeå University
Systems of Reason
Teaching, Teacher Education, and Keynote, Third International Conference on
Professionalism: The Problem of Teacher Education, Beit Berl College, Israel
Social Inclusion
Reform as the Social Administra- World Congress of Comparative Educational
tion of the Child: Globalization Societies, Cape Town
of Knowledge and Power
With M. Bloch. “Bringing the Invited Lecture, OMEP World Congress,
Parent In:” A History of the Present Copenhagen, Denmark, August 13-16
Social Administration of the Parent
to Rescue the Child for Society
Discussant. Spirituality in American Educational Research Association
Education: Creating Sacred Space
in the Postmodern Millennium
Discussant. An Uneasy Courtship: American Educational Research Association
The Relationship Between Invited Symposium
Educational Research and
Reviews
Education Governance and Social Paper presented at Symposium, Comparative
Integration and Exclusion Issues in the Study of the Educational System
Discussant. Wrting Curriculum
History as an Autopoietic Effect
2000 The Culture of the School, and New York Board of Jewish Education,
How the Culture of the School New York
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Influences What is Learned
National Imaginaries: Keynote speech, Research Seminar, Unit
Reconstructing Differences and of Social and Comparative Research in
Social Exclusion in Education Education, University of Helsinki
National Reforms, Globalization, Invited speech, the University of Granada,
and Education: Some Issues of Conference on Educational Governance, Social
the Politics of Change Inclusion and Exclusion
The Globalization of Education Invited Speech, Invitational Conference for
and the question of the Integration School Administrators and District
and Social Exclusion in Post- Educational Officials. Sponsored by the
industrial Educational Systems: National University of Distance Education
The Problematic of the Political in LaPalma and the Ministry of Education for
Sociology of Education the Canary Islands, Spain
Foucault and Emancipatory Foucault and Education, New Orleans.
Projects: Strangers in the Night Sponsored by the Foucault and Education SIG,
or Birds of a Feather or...? AERA
National Imaginaries and Keynote speech at Finnish Graduate School
Changing Patterns of Inclusion Seminar, Tampere
and Exclusion
The Politics of Educating the Keynote Speech, Universidad International de
Child in Late Modernity Andalucía, La Ribida, Spain
Constituting the American Paper given at an invited seminar sponsored by
School at the turn of the 20th the Belgium Fund of Scientific Research,
Century; Nation-ness, the Citizen, Philosophy and History of the Discipline of
Education: Evaluation and Evolution of the
Criteria for Educational Research, at the
University of Leuven, Belgium
Educational Institutions and Keynote speech at Las Organizaciones
Educativas School Reforms
en la Sociedad Neoliberal, IV
Congreso Interuniversitario de
Organización y Dirección de
Instituciones Educativas,
Granada, Spain
Invited speaker AERA Division G: New Faculty Mentoring
Seminar: Surviving the Academy
Organizer and Chair National Imaginaries and the Historical
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Construction of the Citizen: Cross-National
Studies
US: National Imaginaries Educational Systems, Policy Discourses, and
and the turn of the century Social Integration and Exclusion: A
discourses of pedagogy of the Comparative Analysis of the European Union
teacher and the child
Educational Statistics as a System Paper with Sverker Lindblad, Uppsala
of Reason: Relations of Governing University, Sweden
Education and Social Inclusion
and Exclusion
2001 Seminar on The Swedish Council for Vëxjö University, Sweden
Research in the Humanities and Social
Science evaluation of Swedish
Educational Research
Seminar on Cosmopolitanism,
Schooling and the Writing of the
History of the Present
The History of Curriculum and Invited Lecture, Teachers College,
Cultural History Columbia University
The Enlightenment, Cosmopolitanism, Invited Lecture, Örebro University,
and the National Imaginaries of the Sweden
Democratic Citizen
The Inscription of Pragmatism as a Invited Lecture, Stockholm
Governing Principle of Modernity and Institute of Education
Pedagogy
Restructuring the Governing Patterns Co-organized an International
of the Child, Education and the Conference sponsored by the
Welfare State Swedish Council for the Social Sciences and the
Humanities
Educational Reforms and the Invited Lecture, Pontificia
Regulatory Principles of Reason Universidade Católica de São Paulo,
Brazil
The Politics of Knowledge as the Keynote Speech, The Mexican
Production of Social Exclusion Educational Research Biannual
Meeting, Manzanillo, Mexico
Surviving the Academy Invited Speaker, Division G (a) New Faculty
Mentoring Seminar
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Rethinking the Politics of Schooling Division G Invited Symposium
National Imaginaries and the Organizer and Chair, American
Historical Construction of the Citizen: Educational Research Association
Cross-National Studies Annual Meeting
Standards as Regulatory Systems: Big Ten Music Education
But not what you think! Conference, Madison
Constructing a Cultural History of AERA: Organized and presented
Education: International Perspectives paper on Cultural history
symposium
Historical and Theoretical Studies Speaker on Panel, American
of the Curriculum: The Kliebard Educational Research Association
Legacy Annual Meeting
2001 Alchemies, Schooling and the politics Invited Speech, National University of Mexico
of knowledge Mexico City
Governing the Future Through Keynote Speech, Nordic
Fabricating the Global Teacher/Child Educational Research Association
of the Nation Conference, Tallinin
Cosmopolitanism, Nationness and the Invited Seminar on Gender, Natinality,
Production of Difference. Women and Difference in Education
and Education Studies University of Helsinki,
Whose Heaven and Whose Keynote Speech, The Mathematics
Redemption? The Alchemy of the Education and Society, 3rd
Mathematics Curriculum to Save International Conference, Helsingør
(please check one or all of the Denmark
following - (a) the economy,
(b) democracy, (c) the nation,
(d) human rights, (d) the welfare
state, (e) the individual)
Cosmopolitanism and the Governing Invited Lecture, Deakin University
of Reason: Changing Images and
Narratives of the Family and the Child
Cosmopolitanism and Schooling: The Invited Symposium, Kelvin Grove
reason of reason campus of QUT, Brisbane
National Imaginaries and the Invited Symposium, International
Civilizing Practices of Education; Sociological Association, A Sociology
and paper presented: Governing the of Education
Child and Pedagogicalization of the
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Parent: A History of the Present
The Handbook of International Invited Paper, International Sociological
Sociology: (Re-)Thinking Questions Association, A Sociology of Education
of Knowledge and Politics in the
Sociology of Education
Cosmopolitanism, National Keynote speech, 2nd
International Conference,
Imaginaries and Fabricating Education at the Dawn of the 21st Century.
Difference in Schooling Historical-Comparative Approaches,
University of Patras, Greece
Cosmopolitanism, National Invited Symposium on Restructuring
Imaginaries and Fabricating the Education, European Educational
Child and Teacher Research Association
2002 Invited lecture Teachers College, Columbia: Cultural
History and the Study of the School
Invited speech. Alchemies, Schooling, National University of Mexico
and the Politics of Knowledge Mexico City
Keynote speech. Governing the Future Nordic Educational Research
Through Fabricating the Global Association Conference, Tallinin
Teacher/Child of the Nation
Invited lecture. Cosmopolitanism, University of Helsinki
Nationness and the Production of
Difference
Women and Education Studies, invited
seminar on Gender, Nationality, and
Difference in Education
Keynote speech. Whose Heaven and Mathematics Education and Society
Whose Redemption? The Alchemy 3rd
International Conference
of The Mathematics Curriculum to Helsingor, Denmark
Save (please check one or all of the
following: (a) the economy,
(b) democracy, (c) the nation,
(d) human rights, (d) the welfare state,
(e) the individual)
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Invited seminar. Cosmopolitanism and Deakin University, Australia
The Governing of Reason: Changing
Images and Narratives of the Family
and the Child
Invited seminar. Cosmopolitanism and Kelvin Grove Campus of QUT,
Schooling: The Reason of Reason Brisbane
Invited symposium. National International Sociological Association,
Imaginaries and the Civilizing A Sociology of Education
Practices of Education
Invited paper. Handbook of International Sociological Association,
International Sociology: A Sociology of Education
“(Re)Thinking Questions of
Knowledge and Politics in the
Sociology of Education.”
Keynote speech: Cosmopolitanism, International Conference, Education
National Imaginaries and Fabricating at the Dawn of the 21st Century:
Difference in Schooling Historical-Comparative Approaches,
University of Patras, Greece
Invited symposium and paper. European Educational Research
Cosmopolitanism, National Association, Restructuring Education
Imaginaries and Fabricating the Child and Teacher
2003 The Cultural Capitals of Intellectual University of Helsinki Graduate
Life: Writing, Thinking, and Finding Studies Program in Education
People to Think With
Taking Sides: Qualitative vs. Utah State University School
Quantitative Studies of Education
Curriculum and Globalization: An American Educational Research International
Perspective Association Annual Meeting,
Division B: Curriculum Studies
Perspectives on Education in Russia SIG: Russian Contributions to Literacy,
Learning and the Psych of Human
Development
National Imaginaries, Division F: History and Historiography
Cosmopolitanism, and the Formation
of the Modern Mass Schooling
The Alchemy of the Curriculum: Umeå University, Department of Education
The Politics of Making School
Subjects
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Keynote speech. Cosopolitanism, Comparative Education Society of
Romanticism, and the Sciences of Europe, Copenhagen
Comparative Education
Seminar on Psychology, Religion, Danish Professors of Educational
and Education Psychology, University of Copenhagen
Comparative Studies of the Invited lecture to Graduate Studies Program
Construction of Modernity: The Pontifical University of Sao Paulo, Brazil
Travels of John Dewey
Invited lecture. Cosmopolitanism Faculty of Education and Psychology,
and the Inclusive "Reason" as Katholieke Universiteit Leuven, Belgium
Exclusion: On Making the Mind
Modern and Governing the “Self"
Invited lecture. Cosmopolitanism, Symposium of Problems and
Science, and the Sublime in the Problematizations in Comparative Education
Comparisons of Comparative Department of Education
Education Helsinki University, Finland
Seminar: Developing Curriculum American Councils for International
and Its Design Education, Baku. This was for NGO’s
and the Ministry of Education
Keynote speech. The Social International Conference on Social
Reconstruction and the Expertise Reconstruction and Education
of the Governing: Toward Taipei Municipal Teachers College
a Political Sociology of Schooling
Keynote speech. Equity & Knowledge: Conversaciones de Santiago:
Two Problematics of Social Inclusion/ Escuela y Cambio Social.
Exclusions in EGSIE Un lugar de encuentro para ducadores
de Ibero América y Europa. CIDA (Centro de
Investigación y desarollo de la educación),
Santiago, Chile
Invited lecture. Education and University of Illinois African Studies Program
Making of The Cosmopolitan and and School of Education
its “Others”
Keynote speech. Pedagogy as a Twelfth International Conference of Learning:
Design Problem: Governing the Common Ground. Faculty of Education
Child and Its Technological Sublime The University of Granada, Spain
Keynote speech. Designing the Knowledge Production and Higher Education
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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e44
Learning Society Through in the 21st Century, Bergen, Norway
Designing the Child: Educational Sponsored by the South Association for
Sciences as Cultural Theses Research and Development in Higher
About Modes of Living African Education and the NUFU-funded research
network Productive Learning Cultures
Educational Partnerships and Reform: AERA Division G: Social Context of Education
Four Perspectives Section 4: Social Contexts of Educational
Policy, Politics, and Praxis
Foucault and Education AERA SIG Invited Session: Demography and
Democracy in the Era of Accountability
Cosmopolitanism, Disenchantments/ AERA Division B: Curriculum Studies
Reenchantments, and Making
Educational Research the Objects
of Our Making
2004 Cosmopolitanism, romanticism, Keynote speech at the Comparative Education
and the sciences of comparative Society of Europe, Copenhagen
education
Seminar on psychology, religion, Invited lecture for Danish Professors of
and education Educational Psychology, University of
Copenhagen
Comparative studies of the Invited lecture for graduate studies
construction of modernity: The program, Pontifical University of Sao Paulo
travels of John Dewey Sao Paulo
Cosmopolitanism and the inclusive Invited lecture, Faculty of Education and
“reason” as exclusion: On making Psychology, Katholieke Universiteit
the mind modern and governing Leuven, Belgium
the “self”
Cosmopolitanism, science, and the Invited lecture, Symposium of Problems
sublime in the comparisons of and Problematisations in Comparative
comparative education Education, Department of Education,
Helsinki University, Finland
Discussion on panel concerned University of Helsinki, Department of
with educational reforms in Education
Eastern European countries
2005 Seminar: Developing curriculum American Councils for International
and its design Education, Baku. This was for NGO’s
and the Ministry of Education
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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The social reconstruction and the Keynote Speech: International Conference
expertise of the governing: Toward on Social Reconstruction and Education
a political sociology of schooling Taipei Municipal Teachers College
Equity and knowledge: Two Keynote speech: Conversaciones de Santiago:
problematic of social inclusion/ Escuela y Cambio Social. Un lugar de
exclusions in EGSIE encuentro para ducadores de Ibero
America y Europa. Centro de Investigacion y
Desarollo de la educacion (CIDA)
Santiago, Chile
Education and making of the Invited lecture: University of Illinois
cosmopolitan and its “others” African Studies Program and School of
Education
Pedagogy as a design problem: Keynote Speech: Conference on Learning
Governing the child and its The Twelfth International Conference of
technological sublime Learning: Common Ground. Faculty of
Education, The University of Granada, Spain
Designing the learning society Keynote speech: Knowledge Production and
through designing the child: Higher Education in the 21st Century. Sponsored
Educational sciences as cultural by the South African Association for Research
theses about modes of living and Development in Higher Education
(SAARDHE) and the NUFU-funded research
Network Productive Learning Cultures.
Bergen, Norway
Educational partnerships and AERA Division G: Social Context of
reform: Four perspectives Education/Section 4: Social Contexts of
Educational Policy, Politics, and Praxis
Foucault and education AERA SIG Invited Session: Demography
And democracy in the era of
Accountability
Cosmopolitanism, disenchantments/ AERA Division B: Curriculum Studies
reenchantments, and making
educational research the objects
of our making
2006 Lecture. The Modern Reasoned Department of Education
Citizen? University of Helsinki
Invited Lecture. Planning Society Göteborgs Universitet
Through Planning the Child and
Family: Historical Notes on
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Education Research and "What
Works" Does Not Work the Way
We Think it Works
With Kenneth Petersson and Nordic Education Research Meeting
Ulf Olsson Orébro, Sweden
The Reason of Reason: Graduate Studend Seminars
Cosmopolitanism and a History of Linköping University
School Reforms to Re-Make
Society through Making the Child
Keynote lecture. The Planning of Conference on Foucault and Adult
Science Was Not Planned: Education Education/Adult Learning
Research and Public Interests Linköping University
Paradigm and Ideology in AERA Annual Conference
Educational Research: A 20-Year San Francisco
Retrospective
Origins of Contemporary Education AERA Annual Conference
Research and Education Research San Francisco
Centers
Globalization, Networks and School “WE” Symposium on Networks and the
Restructuring: traveling Cultural Emerging Spaces of Education Policy
Theses About Who We Are, Should and Practice
be, and Who is Not That
2007 Keynote, Cosmopolitan Fears of Difference: Autuonous University of Tabasco
The Reform Sciences of Teaching and Villahermosa, Tabasco, Mexico
Teacher Education
Invited paper. Republicanism, American First International Education
Exceptionalism, and the Making of the Congress, University of Zurich
School Pedagogy
Keynote speech. Inclusion and Exclusion Congreso Internacional de Filosofia
of Education Sciences in The First Decade Teoria y Campo de la Educacion
of XXI Century Inclusion, Tension y Exclusion Del
lunes 3 al viernes 7 de diciembre de
Keynote. The Alchemy of School Subjects: Iberoamerican Congress for the History
The Social Question, Sciences, & of Latin American Education (CIHELA)
Progressive Education
Invited seminar. Cosmopolitanism and the Graduate Student and Faculty Seminars
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Age of Reform: Science, Education and FLASCO, Buenos Aires
Making Society by Making the Child
2008 Keynote. Education Sciences, Schooling, Education Association of South Africa
and Abjection: Recognizing Difference Education and Social Justice
in the Making of Inequality Langebaan, SA
Invited lecture. Cosmopolitanism and the Stellenbosch University
Age of School Reform: Science,
Education and Making Society by
Making the Child
Invited lecture. The University as Prophet, Centro Stefano Franscini International
Science as Its Messenger, and Democracy Conference, Pragmatism in the Reticle
as Its revelation: John Dewey, University of of Modernization: Concepts, Contexts,
Chicago President William Rainey Harper, Critiques
and Colonel Francis Parker Monte Verità, Ascona, Switzerland
Keynote, Cosmopolitanism, Curriculum Simpósio: Governo Da Infância
Studies, and School Reforms: Cultural Na Crise Da Modernidade
Theses in Making Society by Making the Faculdade De Psicologia E
Child De Ciências Da Educação, Universidade
De Lisboa 1 fevereiro
Doctoral Student Seminar. Methods and the Universidade de Lisboa
History of the Present
Invited lecture. Science, Teaching, and EPS Conference at UW-Madison
Teacher Education Reforms as “Converting
Ordinances”: Comparative Perspectives on
Secularization and the Soul, Religion and
Education in comparative and International
Perspective
Invited lecture. Globalization and University Utsunomiya University, Japan
Reform in the United States Japanese Society for Curriculum
Studies: Nagoya, Japan
Keynote. Reforming Professional Teacher Conference on the History of
Education: Cosmopolitanism, Participation, Education, Universidad de
and the Inequality of Equality Antioquia, Medellin
Seminar. No Child Left Behind: Graduate Students, WCER
Democratic Values & Inequities UW-Madison
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Keynote. Cosmopolitanism and the Age of International Symposium on
Reform: Science, Education & Making Multicultural Discourses for
Difference Language Pedagogic Reform
Zhejiang University, Zijingang Campus,
Hangzhou, Zhejiang , China
Invited Lecture: Reforming Professional East China Normal, Shanghi
Teacher, Education: Narratives of
Democracy,Theses of Redemption, and the
Negation of Politics?
Invited lecture. Reforming US Teacher Beijing Normal
Education: Narratives of Democracy and
Politics of Equity
Keynotes. Curriculum Theory, Curriculum Seminario Internacional de
History, Curriculum Studies formación e investigación
Cambios de patrones en la
escolarización norteamericana: Un
análisis de sus problemáticas
Granada, Spain
Invited lecture. Pedagogy, Assessment, and University of Bath, England
The Role of Qualifications ESRC Education and the Knowledge
Economy
Keynote. Cosmopolitanism and the Age of Primer Coloquio Internacional
School Reform: Science, Education and de Filosofía, Educación y
Making Society by Making the Child Humanidades, Facultad de Filosofía
Letras de la Universidad Autónoma de
Nuevo León, Monterrey, México
Keynote. Cosmopolitanism, Teacher XIX Seminario Internacional:
Education Reforms and Narratives of Docencia y Reformas Educativas
Democracy and Exclusion organizado por los Estudios de Posgrado
de la Universidad Pedagógica
Veracruzana
2009 Keynote. Globalization as Double Cultural Knowledge, Difference, Harmony
Theses about Inclusion and Exclusion Eastern Mediterranean University
North Cyprus
Keynote. The Political of Dewey’s Consejo Mexicano de Investigación
Pragmatism: Making Society by Making Educativa (COMIE) bi-annual meeting
the Child Vera Cruz
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Symposium. Cosmopolitanism and the Age Comparative Education Society Annual
of School Meeting, Charleston
Keynote. The 19th Century Formation of The State and the Education (1759-
School Curriculum and Making the citizen: 2009), Portuguese Ministry of Education
Governing Through the Pedagogical Conference, Lisbon
2010 Tor Vergata Doctoral Program, University of Rome
a) Cosmopolitanism, The Hope and Fears
of School Reforms in Making 'Democratic'
Societies
b) Cosmopolitanism: The Citizen and
Processes of Abjection: The Double
Gestures of Pedagogy
Symposium paper. Comparative Studies and Comparative and International
Unthinking Comparative “Thought”: Education Society (CIES) Annual
The Paradox of “Reason” and Its Abjections Meeting, Chicago
Invited lectures
• The Study of Curriculum: A Cultural Beijing Normal University
History of its Development and
Questions, and Issues in the Past
Three Decades
• Lecture One: A Historical Background
and Current Issues
• Lecture Two: Research in Curriculum:
Two different Paradigms and the
Political of School Knowledge
• Lecture Three: Rethinking the Study
of Curriculum and the Political/Politics
of Schooling in the US and European
Union
Palo Alto Doctoral Colloquium: Theory Stanford University School of
and Data in the History of Education: Education in collaboration with the
A Cross-cultural Exchange University of Berne and the
University of Luxembourg
Keynote lecture. The Sociology of Education International Symposium
as the History of the Present: Fabrication, “Sociology of Education and the
Difference and Abjection Restructuring of the State in Times of
Globalisation and European
Construction. French INS Institut
National de Recherche Pédagogique
(INRP), Lyon
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Opening lecture. The Past in the 2010-11 Series in The future of
Future of the Social and Educational Educational Research, University
Sciences of Luxembourg, Campus Walferdange
Keynote Lecture. Northeast Normal University
Changchun, China
Keynote. The 19th Century Formation The State and the Education
of School Curriculum and Making the (1759-2009), Portuguese
Citizen: Governing Through the Ministry of Education Conference
Pedagogical Lisbon
AERA
Cosmopolitanisms, the Governing Modern Symposium on Cosmopolitanism and
Schooling, and Processes of Abjection Curriculum: Multiple Functions and
Purposes
Invited Member of Mentoring Panel Pre-session: Division F: History of
Education. Title: “Breaking Grounds,
Crossing Borders: History and
Education at the Cutting Edge”
2011
Standardizing Kinds of People: Post WW II International and National Standardiza-
Sciences and the Wisconsin Center for tion and Differentiation of Education
Research and Development for Learning Systems from a Historical Perspective.
and Re-education International Research Congress.
MonteVerità (Ticino/Switzerland)
August 28-September 2
Invited Paper. Theory and data in the history University of Luxembourg
of education. A cross cultural and cross- Campus Walferdange
generational exchange August 25-26
Keynote. The Study of Education as the Instituto de Educação da
History of the Present: Fabrication, Universidade de Lisboa and
Difference and Abjection Minstry of Education
January 21
The Making of the European Higher “Europeanization of Higher Education”
Education Area, Politics of Knowledge, at European Educational Research
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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Research Assessments and University Association in Berlin
Ranking September 12-16
With Rita Foss Lindblad and Sverker
Lindblad (also organized the symposium
with Lindblads)
Invited University Lecture. The Deceptive Lecture in Honor of the 50th
Illusions of Planning the Social and People: Anniversary of Centro de Investigación
Historicizing “Reason’ and the Future of the Estudios Avanzados (Cinvestav-Sedas
Social and Education Sciences Sur) July 20
Invited University Lecture. Research and University of Porto
the Utopianism of Contemporary Empiricism April
in Education
Invited Lecture. Globalization of What? The University of Luxembourg
The Construction of Differences, Cultural Campus Walferdange
Travel of Reforms and Multiple Modernities August 25
Invited University Lecture. PISA: Numbers, DANMARKS PÆDAGOGISKE
Standardizing Conduct, and the Alchemy UNIVERSITETSSKOLE -
of School Subjects AARHUS UNIVERSITET
December 2
Invited University Lecture. Comparative Oulu University, Finland
Education and Comparing? December 2
Cosmopolitanism, The Construction of
Differences, Cultural Travel of Reforms
and Multiple Modernities
Invited University Lecture. What is Post- Peloponnese University Corinthos
Modern? Not Sure, But Here Is How I December 9
think About the Political of Schooling
2012
Keynote. The Practice of Everyday Life Nordic Educational Research
and the (Im)practicality of Research Association 47th Annual Congress
Copenhagen
March 10
Keynote Speaker National Curriculum Conference,
USAID Teacher Education Project
(Pre-STEP)
Islamabad and Lahore, Pakistan
March 31-April 4
Keynote Speaker The TheoryLab conference, Stirling
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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University, Scotland. June 8-11.
Lauwerys Lecture Comparative Education Society of Europe,
Salamanca, June 18-21.
III. COURSES REGULARLY TAUGHT
272-714 Paradigms of Research and Evaluation in Curriculum and Instruction
272-716 Reform and Change in Curriculum and Instruction
272- 765 Globalization and Issues of Curriculum
272- 916 Fabricating Europe and the Discourses of Research, Teaching and Teacher Education
IV. GRANTS (Selected)
1970-71 University of Wisconsin Graduate Research Committee, Models of Political Inquiry for
Elementary School Instruction
1972-73 Wisconsin Teacher Corps Project and University of Wisconsin Graduate Research
Committee, Power, Decision-Making and Teacher Corps Project in Wisconsin
1975 University of Wisconsin Graduate School Research Committee, Scientific Social Inquiry
and Curriculum 1976 Teacher Corps, U.S. Office of Education, Socialization Processes of Teacher Interns 1976-77 National Institute of Education, The Social Processes of Innovation: An Ethnography of
a Middle School Change Program 1978-81 National Institute of Education. Institution Structures and Change 1981 Littauer Foundation. Israeli Reform Efforts in Secondary Biology Teaching
Wisconsin Graduate Research Committee. Dialectic Logic and Soviet Pedagogical Research
1985 Wisconsin Graduate Research Committee; Deakin University, Australia; and Icelandic
College of Education. Decentralization and Issues of Industrial States.
Rockefeller Foundation (Bellagio Center). 6 Nation Study of Decentralization. 1987 Wisconsin Department of Public Instruction: Study of State Teacher Incentive Projects. 1988-90 Case Studies of Ford Foundation Urban Mathematics Collaberatives; Ford Foundation. 1989 Spanish-American Bi-Cultural Commission (Madrid) to organize international
symposium of comparative study of educational systems (Feb.).
May 8, 2012 [POPKEWITZ CURRICULUM VITA]
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1990-92 Evaluation of Teach For America Spanish (U.S. BiNational Cultural Commission)
1991-92 Education Reform and Educational Theory 1993 B.F. Wilson Fellowship, Oppenheimer Foundation. Republic of South Africa 1993-96 Professionalization, Academic Discourses and Educational Reform (Grants from the
Portuguese Scientific Committee for Education, University of Helsinki and Finnish Academy of Science)
1994-96 Academic Linkage for Constructing Research Programs in Education (Swedish Institute
for Higher Education and Umeä University, Sweden) 1998-2001 Education and Social Integration: A Ten Country Study. (European Union) with Sverker Lindblad, Uppsala University, Sweden.
2004-6 Azerbaijan Curriculum Development Project for Training Teachers and Developing
Social Studies Pilot Program for the national schools. In collaboration with American
Councils for International Education. The Program is funded by the Office of Global
Educational Programs at the Bureau of Educational and Cultural Affairs, U.S.
Department of State.
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